L'efficacité de la politique des zones d'éducation prioritaire dans les collèges

Datos Bibliográficos

ID8084151
AutoresDenis Meuret (autor de correspondencia)
Año1994
Volumen109
Número1
Páginas41-64
Fecha de publicación1994-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaRevue française de pédagogie (JOURNAL)
Identificadores de la revistaISSN: 0556-7807 • E-ISSN: 2105-2913
EditorialPERSEE Program (PUBLISHER)
DOI10.3406/rfp.1994.1245
OpenAlexW2092735958
IdiomaFR
Citas recibidas19
Referencias citadas1

This paper compares pupils progress along the first two years of middle schools fréquentation, whether these schools are in an E.P.A. or not, initial predictors of attainment being kept under control. In French and mathematics, pupils appear to have slightly weaker gains in E.P.A. than they should have elsewhere. The gap is greater for at risk pupils. E.P.A. seem to have a positive effect on pupils relation to schooling, but not on other attitudes or competenties regarding schoolwork or socialization. The E.P.A. policy effects do vary according to the schools

Demographic economics · Economics · Humanities · Political science · Socialization · Education, sociology, and vocational training · Educational Practices and Policies · Psychology · Philosophy · Social Psychology