The interdependency between the “spirit”, which is defined by the education and the schooling, and the political events, has proven itself through history (Simon, E. 1959: Walk, J. 1986: Bilski, U. 1994 etc.)

Accordingly, the Jewish scholastic education in Germany has been determined by the policy of the state educational systems.

In the 19th century the Jewish schooling experienced, on one hand, the attempts to increase access to education and decrease educational inequalities. But, on the other hand, in contrast to the expansion of civil society and democratic principles Jewish education became under the the Nazi regime, during the centre of the 20th century, a sacrifice of the dramatic retreat towards inequality and persecution.

This paper aims to summarize the findings of a study on the effects of the educational politics toward the Jewish schooling in Germany in order to answer the questions concerning the attempts of politics to reduce or to reproduce social inequality.

The study has been conducted through two strategies:
The longitudinal approach for an in depth research testing the variants of the educational rules and regulations as an expression for a political stance in Germany towards Jewish schooling on the chronological axis since the 19th century and up to the present day.
The other approach uses the methods accordingly the case study research in light of the example of the Jewish school in Duesseldorf along the periods of its foundation: 1838, 1935, emphasizing the period after 1945, in1993.
Accordingly, the paper debates on the concept what opportunities were initiated by the policy of the New German state aiming at reducing the inequalities towards the newly established Jewish schooling.

It examines methodically:

a. The political stance of the German state and of the management of the Jewish community about the particular attention to renewal of the Jewish education post holocaust as a factor to the “Wiedergutmachung” (compensation/reconstruction).
b. The connection between this need and the unique new rules concerning the “Ersatzschule” (substitute school) as well as to the unique specifications of this school, being also a “Ganztagsschule” (all-day or full-time school)

In the first phase of the study, the data was generated via:
1. In-depth, face to face interviews with figures in the German administration and in the Jewish Community in Düsseldorf.
Interviews also with the Israeli Ambassadors in Germany, whose testimony may be evaluated as "first source" for the relevant time.
2. The second phase of the study is based on "self inquiry" of the subject, examining the special documents, especially the legal order and measures taken.
3. Data was also generated via the personal experience of the “in action "staff at the Jewish school in Düsseldorf during 1993-1997

Among the findings of the research were a number of general themes concerning the Interests to rebuild Jewish life and specific themes concerning the Jewish schooling were found to cut across all of these areas and are presented here as core features of the experience of reducing social and educational inequality.