„In the Netherlands, young children, especially those from disadvantaged backgrounds, are entitled to receive language-development support. These children can participate in early childhood and education targeted programmes that provide support before and during the first years of school. All toddlers (2.5 to 4 years old) who are part of this programme receive 10 hours of language development per week. For the rest of the day, targeted toddlers attend the same early childhood and education programme as their non-targeted peers.“

OECD (Hrsg.), „The Resilience of Students with an Immigrant Background“ (2018), S. 271

„Der Unterschied bei den Erfolgsquoten zwischen Schülern ohne Migrationshintergrund und Schülern mit Migrationshintergrund der ersten Generation beträgt in Finnland, den Niederlanden, Norwegen und Schweden mehr als 10 Prozentpunkte – obwohl weniger als 5 Prozent der Anfängerkohorte in Finnland einen Migrationshintergrund der ersten Generation aufweisen.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 192

„In den Niederlanden etwa kann man sich komplett frei aussuchen, in welche Schule man seine Kinder schickt. Das ist ein Modell, das der Segregation extrem in die Hände gespielt hat.“

Univ.-Prof. Dr. Ruud Koopmans. In: ÖIF (Hrsg.), „Perspektiven Integration - Parallelgesellschaften“ (2017), S. 15

„Foreign-born youth in the Netherlands are particularly at risk of becoming NEET. Foreign-born youth (aged 15-24) are more than twice as likely as native-born youth to be NEET (OECD, 2016b). They are at serious risk of economic and social exclusion, with potentially harmful effects for all of society.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Netherlands 2017“ (2017), S. 135

„Während Schulen mit schlechten Evaluationsergebnissen in den USA und England harte Konsequenzen drohen, werden ihnen in den Niederlanden Beratung und Unterstützung angeboten.“

Univ.-Prof. Mag. Dr. Franz Rauch u. a., „Auswirkungen von Schulrankings auf Unterricht, Schulorganisation und Bildungssystem“ (November 2016), S. 8

„Some countries and economies, such as the Netherlands, have low academic inclusion (performance varies considerably between schools) and high social inclusion (advantaged and disadvantaged students are relatively evenly distributed across schools), whereas others, like Spain, have high academic inclusion and low socio-economic inclusion.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 173

„The low academic inclusion in the Netherlands is not associated with greater socio-economic segregation of students across schools.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 173

Niederlande: „At the end of primary school, students are selected into one of the education tracks offering practical training, pre-vocational, general and pre-university secondary education.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 174

Niederlande: „Students are assigned to various tracks based on their performance on a national examination at the end of primary school and on their primary teachers’ recommendation.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 174

„Italy (85.4 %), Spain (82.6 %), Korea (79.4 %) and the Netherlands (71.8 %) have an exceptionally high proportion of adults who scored at or below Level 1 in literacy who came from families in which both parents had less than upper secondary level attainment.“

Univ.-Prof. Dr. Anke Grotlüschen u. a., „Adults with Low Proficiency in Literacy or Numeracy“ (2016), S. 34

„In Dutch primary schools the rates of year repetition are three times higher than the OECD average (7.7 %).“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 57

Niederlande: „Repetition is most common during the first two years of primary education (at age four or five) and is heavily biased towards children from socio-economically disadvantaged and immigrant backgrounds. In some schools, nearly half of the student population repeats a grade.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 57

„Secondary schools in the Netherlands are free to select students and impose additional selection requirements that may go beyond the primary school’s advice.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 68

„The Netherlands differs from other early tracking countries as it has six or seven (depending on how they are counted) “early” tracks, rather than the more usual two or three.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 25

„The Dutch school system is highly stratified with extensive early tracking. Early tracking is controversial, but student outcomes in the Netherlands are good on average and in terms of equity.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 63

Niederlande: „Tracking by ability takes place early and is intensive, with more tracks than almost any other OECD country. Since the Dutch school system performs well both on equity and on average, it is harder to advance the argument for radical change to establish a comprehensive school system.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 39

„The Netherlands is in the 7th position among OECD countries behind Switzerland, the United Kingdom, the United States, Luxembourg, Ireland and Canada in terms of attracting talent. Likewise, the country appears to be in a good position to retain talent. It ranks 6th among OECD countries, behind Switzerland, the United States, Norway, Finland and the United Kingdom.“

OECD (Hrsg.), „Recruiting Immigrant Workers – The Netherlands 2016“ (2016), S. 196

„In Croatia, Hong Kong-China, Japan and the Netherlands, over 90 % of students attend selective schools, i.e. schools where student academic performance and/or recommendations from feeder schools are always considered for admission.“

OECD (Hrsg.), „Equations and Inequalities“ (2016), S. 88

„In Frankreich, den Niederlanden und Deutschland sprechen fast 50 % der fremdsprachigen Zuwanderer zu Hause die Sprache des Aufnahmelands.“

OECD (Hrsg.), „Integration von Zuwanderern: Indikatoren 2015“ (2015), S. 66

„Familien ohne Migrationshintergrund entscheiden sich häufiger bewusst für eine Schule mit niedrigem Zuwandereranteil und treiben so die Entmischung der ‚schwarzen Schulen‘ (zwarte scholen) weiter voran.“

Sachverständigenrat deutscher Stiftungen für Integration und Migration (Hrsg.), „Unter Einwanderungsländern: Deutschland im internationalen Vergleich“ (2015), S. 86

Niederlande: „Bereits im Alter von vier Jahren besuchen 98 Prozent aller Kinder eine Grundschule, in der sie schrittweise und meist spielerisch an Buchstaben, Zahlen und andere grundlegende Unterrichtsinhalte herangeführt werden.“

Sachverständigenrat deutscher Stiftungen für Integration und Migration (Hrsg.), „Unter Einwanderungsländern: Deutschland im internationalen Vergleich“ (2015), S. 85

„Children from a disadvantaged background aged 2½ to 4 are offered support through targeted early childhood education programs (voorschoolse educatie), which reach around 45 000 children.“

EU-Kommission (Hrsg.), „Early Childhood Education and Care Systems in Europe“ (2015), S. 31

„In certain European countries, including the Netherlands, ECEC (Anm.: Early Childhood Education and Care) is specifically targeted towards children at risk between the age of 2 and 5, chiefly those from ethnic minorities or with poorly educated parents.“

Benoit Guerin, „Breaking the cycle of disadvantage“ (2014), S. 8

„The Dutch government has launched a range of initiatives to promote excellence in education. This includes a focus on providing better support to gifted and talented students and increasing the proportion of students achieving the highest levels on national and international assessments.“

OECD (Hrsg.), „Reviews of Evaluation and Assessment in Education: Netherlands“ (2014), S. 28

„The largest proportion of students reporting that they had repeated a grade in primary, lower secondary or upper secondary school can be found in Belgium (36.1 %), closely followed by Spain, Luxembourg and Portugal (all exceeding 30 %). […] In France and the Netherlands, the rates of students who repeated a grade are close to 30 %.“

Eurydice (Hrsg.), „Tackling Early Leaving from Education and Training in Europe“ (2014), S. 44

„20 % der Volksschüler/innen in Österreich besitzen im Lesen bestenfalls Basiskompetenzen. In Finnland und den Niederlanden ist der Anteil halb so groß. Der Anteil Leistungsstarker im Lesen ist in Finnland, Großbritannien sowie den Vereinigten Staaten dreimal größer als in Österreich.“

BIFIE, „Nationaler Bildungsbericht - Österreich 2012; Indikatoren und Themen im Überblick“ (2013), S. 11

„The Netherlands and Austria are Europe’s champion ‚upstreamers‘.“

Univ.-Prof. Dr. Maurice Crul u. a., „super diversity“ (2013), S. 49

Niederlande: „Private schools are allowed to select on the basis of religion or educational philosophy and some non-religious private schools ask significantly higher ‘voluntary’ fees.“

Univ.-Prof. Dr. Henry Levin u. a., „Does educational privatisation promote social justice?“ in „Oxford Review of Education“, 2013, Vol. 39, No. 4, S. 523

„In secondary education, the highest performing Dutch students seem to catch up with their international peers to some extent, which could be due to ability tracking.“

Univ.-Prof. Dr. Henry Levin u. a., „Does educational privatisation promote social justice?“ in „Oxford Review of Education“, 2013, Vol. 39, No. 4, S. 524

„The proportion of those repeating a year in primary education is particularly high in six countries (Belgium, Spain, France, Luxembourg, the Netherlands and Portugal), ranging from 12.2 % in Spain to 22.4 % in the Netherlands and Portugal.“

Eurydice (Hrsg.), „Education and Training in Europe 2020“ (2013), S. 23

Niederlande: „Unter-Zwölfjährige besuchen eine einjährige Vorbereitungsklasse, ältere Jugendliche einen Kurs, dessen Dauer von ihrer Lerngeschwindigkeit abhängt.“

ÖIF (Hrsg.), „Zusammen: Österreich“ (Herbst 2012), S. 10

„In Australien und der Schweiz sind die Eltern von drei von vier im Inland geborenen Zuwandererkindern in einem OECD-Hocheinkommensland geboren. Am geringsten ist der Anteil dieser Gruppe mit weniger als 10% in Österreich, Dänemark und den Niederlanden.“

OECD (Hrsg.), „Integration von Zuwanderern – OECD-Indikatoren 2012“ (2012)

„Dropout in lower secondary school is most prominent in the Netherlands, Belgium and France.“

Univ.-Prof. Dr. Maurice Crul u. a., „The European Second Generation Compared“ (2012), S. 139

„The group of nations that operate vocational education programs as separate qualifications or tracks, including Germany, Austria, Denmark and the Netherlands, tend to have the highest rates of school completion.“

Univ.-Prof. Dr. Stephen Lamb, „Pathways to School Completion: An International Comparison“. In: Lamb u.a., „School Dropout and Completion“ (2011), S. 56

„In countries such as Greece, France, the Netherlands and Sweden, immigrant children are given the opportunity to attend temporary reception classes if they do not have the required level of proficiency in the host language to cope successfully in the school system.“

Cedefop (Hrsg.), „Guiding at-risk youth through learning to work: Lessons from across Europe“ (2010), S. 56

„Most of the native-Dutch parents choose a religious school for their children, and thus self-segregate into either a Catholic or Protestant denomination.“

Univ.-Prof. Dr. Eddie Denessen u. a., „School and Classroom Diversity Effects on Cognitive and Non-Cognitive Student Outcomes“ in „Journal of Education Research“ (2010), Volume 4, Issue 2, S. 3

„In the Netherlands, especially in the large cities, demographic and housing segregation leads to neighborhood schools with large proportions of students from lower socioeconomic and especially ethnic-cultural minority backgrounds.“

Univ.-Prof. Dr. Eddie Denessen u. a., „School and Classroom Diversity Effects on Cognitive and Non-Cognitive Student Outcomes“ in „Journal of Education Research“ (2010), Volume 4, Issue 2, S. 3