Since there is no clearly unique definition of an all-day school (Wiere, 2011a, p. 35), this project tries to take a more differentiated look, contrary to the usual minimal definition (c.f. Strietholt et al., 2015, p. 745). Based on Fend's theory (1981), it will be emphasized that school is a diverse instance of socialization. Also, the time aspect of socialization will be addressed in order to compare the possible influences of different time-intensive schooling types. For this purpose, Bourdieu's theory of capital will be used, which emphasizes the importance of cultural capital for school success (Bourdieu, 1983; 2001). Interestingly the accumulation of capital, specifically cultural capital, primarily "takes time" (Bourdieu, 1983). Although a difference is assumed due to the time spent in the respective socialization instances, no simple linear relationship is assumed (Holtappels, Radisch, Rollett & Kowoll, 2010; Steinmann, Strietholt & Caro, 2019). The actual state of research rather suggests that a possible effect of allday-schooling is dependent much more factors, such as the individual participation intensity (Fischer, Sauerwein, Theis & Wolgast, 2016). In summary, a differentiated comparison of the types of institutionalized care in the primary school sector will be made.
The focus on the primary level lends itself to this type of school due to the more multi-layered tasks of this schooling type. Additionally, there is an increasing proportion of all-day schooling in this schooling type (Fölling-Albers, 2019, p. 488). Likewise, theoretically this schooling type can be seen as a crucial phase in which the compensatory effect, described as catching up time (Rohlfs, 2011, p. 88), should be enabled. For the analysis the data of the NEPS (start cohort 2) is used, which allows not only the comparison of the traditional halfday-schooling versus allday-schooling. Within the first group, a distinction can be made based on participation in a "Mittagsbetreuung" or in the second group based on participation in a "Hort".
Furthermore, the dataset allows to look at the individual development of students. Therefore causal-effect relationships can be considered in more detail, for example the remedial use of all-day schooling (Holtappels et al., 2010). In addition to the ability in reading, as an essential condition for academic success (Fischer et al., 2016; Tillmann et al., 2018), and in mathematics, as one of the "core competencies" of schooling (Steinmann et al., 2019, p. 11), other constructs will be analysed. The previous achievement focus of allday-schooling research (Wiere, 2011b) will thus be expanded to include social and motivational constructs. The primary goal of this project is not to highlight the "effectiveness" of one type over the others, but to raise awareness of the complexity of the research object.