Securing basic competencies is one of the central challenges facing the German school system. The latest PISA results show that performance in reading and mathematics has been declining for more than a decade. Germany has so far failed to reliably secure a minimum level of education for all children. The 100 Percent Schools model therefore focuses not on individual support measures, but on the interplay between teaching, targeted support, school development and system governance. Its ambition extends beyond securing minimum standards: All children should meet proficiency standards in reading, writing and mathematics.
The model combines a clear vision – practically all children acquire basic competencies – by implementing a strategic core routine for data-informed, adaptive support. This core routine comprises five recurring steps: digital assessment of students’ learning levels, joint data analysis in multiprofessional teams, structured discussions with parents, adaptive support following the Response to Intervention (RTI) approach, and continuous monitoring of learning progress followed by adjustments to support. Students, parents, teachers and support staff are systematically involved throughout the process. Support ranges from evidence-based core instruction for all students to additional small-group support and tutoring, and finally to highly intensive, individualised support for students with persistent needs.
The model consistently builds on evidence-based approaches. It brings together components for which robust evidence of effectiveness exists within a common architecture for school development. International experience, particularly with the US-based Success for All approach and tiered support systems in Ontario, Alberta and Finland, provides additional guidance for its design. A shared guiding principle, a culture of collective efficacy and professional use of data, cross-school school families, and reliable support structures embed the core routine within broader school and system development.
For the core routine to make the securing of basic competencies a reliable system-level outcome, a productive division of responsibilities is required. Germany’s Länder, school supervisory authorities and school providers create reliable conditions for implementation, while schools assume responsibility for implementation and outcomes. This includes, in particular, infrastructure for assessment and data management, capacity for instructional development, tutoring and special educational support, as well as sufficient initial and continuing professional development.
The key lessons for policy and practice are the need to develop a coherent overall architecture rather than additive individual programmes, and to establish reliable structures for development, implementation and transfer. Building on existing pilot projects, further selected sites should test and develop the overall model under sustainable long-term conditions, accompanied by rigorous research and evaluation. This can gradually create a robust foundation for scaling the model across the German school system.
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The series informs in a concentrated form about important positions of the Konrad-Adenauer-Stiftung on current topics. The individual issues present key findings and recommendations, offer brief analyses, explain the Foundation's further plans and name KAS contact persons.