The authors of the Hessian Framework of Reference of the Quality of Schooling con-ceive it as a concept which is open for further development. It serves as the basis for up-to-date theoretical concepts, empirical findings, and practical experiences of schooling as well as for a sustainable development of schooling in Hesse. This article aims to reveal the concept’s potential of investigating the social realities of schooling by connecting it with the ‘interpretive explanatory heuristics’ as developed by Max Weber. Against this background, both the exterior and interior conditions of the situation at issue as well as the action and the individual and collective outcomes have to be investigated in their own right and, moreover, all of these dimensions will have to be connected due to case-based relevances.
