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

Bibliographic Data

ID8084151
AuthorsDenis Meuret (corresponding author)
Year1994
Volume109
Issue1
Pages41-64
Publication date1994-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueRevue française de pédagogie (JOURNAL)
Journal identifiersISSN: 0556-7807 • E-ISSN: 2105-2913
PublisherPERSEE Program (PUBLISHER)
DOI10.3406/rfp.1994.1245
OpenAlexW2092735958
LanguageFR
Citations received19
References cited1

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