The German school system is often characterized by a highly differentiated structure at the secondary level and by an early tracking. After four years of primary school, children visit one of four possible school types: secondary school (Hauptschule), secondary modern school (Realschule), grammar school (Gymnasium), and, depending upon the federal state, comprehensive school (Gesamtschule). These different school types have been traditionally related with the possibility to acquire certain certificates. Secondary schools, for example, have permitted a certificate that gives access to some restricted forms of vocational education. In the discussion about the school system, different school tracks and certificates are seen as strongly linked with occupational possibilities and status (Shavit & Müller, 2000). Thus, the German school system has often been criticised because of its early determination of childrens' vocational careers (Blossfeld, 1990).This paper acts on the assumption that in the last years a process of modernization in the school system has been occurred that is widely ignored in the scientific and in the societal discussion. The modernization can be described as a disconnection of school type and certificate that can be acquired. For instance, in some federal states the intermediate school certificate (comparable to the O-level) can be acquired not only at the secondary modern school (Realschule), but also at the secondary school (Hauptschule). From a political point of view, this modernization should increase flexibility in the German school system and enhance educational opportunities, as careers are no longer determined by the first school transition. The goal of my study was to evaluate whether this expectancy can be supported by empirical data. Various research findings suggest that students' achievement and students' skills are more dependent on the visited school track than on the attained certificate. Additionally, school tracks differ in their societal appreciation - employers tend to favour certificates that are acquired in higher school tracks, even if they are formally equal to those of "lower" school tracks (Schuchart, accepted). This leads to the hypothesis, that students from lower levels of secondary school (e.g. Hauptschule) would have fewer chances in obtaining good jobs than students of higher levels of secondary school (e.g., Realschule), even if they have graduated formally at the same level.This hypothesis is tested with an analysis of official statistics (use of non-parametric tests). Considering the differences within Germany, data of two German federal states (Bavaria, North Rhine-Westfalia) were used: Larger effects of school-type on occupational allocation were expected in North Rhine-Westfalia with rather low achievement standards of schools. In Bavaria with rather high achievement standards lower effects of school-type on allocation were expected. In Germany, educational requirements for vocational training and occupation are clearly defined by apprenticeship programmes, which include vocational training at a company and formal education at state-run schools. Thus, only trainees in vocational training were included in the data analysis. Official statistics of all beginners in part-time vocational schools in 2004/05 in the two federal states were used. The results show that trainees with an intermediate school certificate from the lower levels of secondary school (Hauptschule) participate much less frequently in attractive apprenticeship programmes than school leavers from the secondary modern school (Realschule) or grammar school (Gymnasium) with the same formal qualification. The school-type related effects are comparable in Bavaria and North Rhine-Westfalia.It can be concluded that the occupational chances of homonymous school certificates depend strongly on school type. Further, this effect is rather independent of the level of standardization applied to each federal state under investigation. The question is raised whether the disconnection of school type and education qualification can really contribute to a more flexible German school system. Further, it can be shown that effects of political decisions in the school systems should be carefully evaluated by empirical research.Blossfeld, H.P. (1990): Changes in Educational Careers in the Federal Republic of Germany. Sociology of Education 63, 165-177. Shavit, Y., Müller, W. (2000): A comparative inquiry of vocational secondary education, tracking and social stratification. In Handbook of Sociology of Education, ed. M. T Hallinan. New York: Kluwer Academic, 437-452. Schuchart, C. (accepted): Schulabschluss und Ausbildungsberuf. Zur Bedeutung der schulartbezogenen Bildungsbiographie. Zeitschrift für Erziehungswissenschaft.national journal of educational sience (Zeitschrift für Erziehungswissenschaft)