# Identify institutions (ID\_i) in SC2 after Grundschule

**URL:** <https://forum.lifbi.de/t/identify-institutions-id-i-in-sc2-after-grundschule/5397>\
**Category:** FDZ-LIfBi\
**Tags:** fdz\_lifbi, wave, sc2, id\_i, neps\
**Created:** [19. Januar 2026 um 20:12 UTC](https://forum.lifbi.de/t/identify-institutions-id-i-in-sc2-after-grundschule/5397 "2026-01-19T20:12:04Z")\
**Posts on this page:** 2\
**Page:** 1

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**Author:** ![nu006099](https://forum.lifbi.de/letter_avatar_proxy/v4/letter/n/e68b1a/32.png) [@nu006099](https://forum.lifbi.de/u/nu006099)\
**Post date:** [19. Januar 2026 um 20:12 UTC](https://forum.lifbi.de/t/identify-institutions-id-i-in-sc2-after-grundschule/5397/1 "2026-01-19T20:12:04Z")

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Dear NEPs team,

I am working with the SC2. In the data manual, when it comes to the ID\_i it says _“identifies the respective educational institutions such as kindergartens or daycare centers, schools, universities, etc. The variable ID\_i is unique across waves and starting cohorts”_ I understood by this that there would also be ID\_i for secundary education institutions (i.e.: gymansiums and so on). However, the ID\_i seems to stop at wave 6 in this dataset. Are there identifiers for the institutions that the children transition to? Or is it impossible to cluster them afterwards?

I look forward to your reply,

Best,

Patricia

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**Author:** ![benno.schoenberger](https://forum.lifbi.de/user_avatar/forum.lifbi.de/benno.schoenberger/32/181_2.png) [@benno.schoenberger](https://forum.lifbi.de/u/benno.schoenberger)\
**Post date:** [20. Januar 2026 um 13:15 UTC](https://forum.lifbi.de/t/identify-institutions-id-i-in-sc2-after-grundschule/5397/2 "2026-01-20T13:15:00Z")

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Dear Patricia,

thank you for your question. Indeed institutional identifier variable ID\_i is only available for the first 6 waves. This is simply because the children were only tested together in the context of kindergarten during waves 1 and 2, and in the context of primary school during waves 3-6 only. Contextual information about the school administrators, caregivers, and teachers is only available for these waves. For the vast majority of the children, a change to a different school was imminent after the 4th grade. Thus, the children who were originally in the NEPS schools were distributed among a large number of secondary schools, which is why the survey and testing of the children from that point onward could only take place at the individual level, and no contextual or group effects could be calculated.

Kind regards,

Benno Schönberger