GIVORD Pauline

Measuring a school's ability to help its students progress is a complicated exercise. For example, baccalaureate success rates tell us little about a school's ability to support all of its students, to enable them to build a career plan and to give them the means to achieve it. Above all, a school's results are very largely linked to the initial level of its students: high success rates may reflect the degree of selectivity in recruitment more than the quality of student follow-up. Finally, indicators of a school's average success rate provide only imperfect information about the success of all its students. A study conducted on the basis of the results of the 2010 baccalaureate shows that, taking into account the social and academic composition of schools, some lycées tend to increase the differences in academic level between the students they enrol, while others manage to reduce the differences in success without sacrificing the average level.

This study provides new empirical evidence of birthday effects over a range of educational and socioemotional outcomes. It relies on data from the recent cycles of the Program for International School Assessment (PISA) for six European countries. Age at entry has a significant and sizeable impact on cognitive outcomes for 15-year-old students as measured in PISA. The magnitude of the birthday effects on socioemotional skills varies, but overall the results suggest that those students who enter school relatively younger have more negative relationships with their teachers and peers at school. These students also have lower intrinsic motivation and self-esteem and have less ambitious educational expectations than their peers who entered school older.

This dissertation analyzes the effectiveness of public policies in achieving their three main objectives: attracting and retaining quality teachers, helping teachers improve, and matching teachers to students in order to reduce educational inequalities. Compared to most of the existing academic literature devoted to educational policies for teachers, this thesis broadens the scope of analysis to the role of actors little studied in the literature: recruitment exam juries, school inspectors and school principals, but also substitute teachers, whether they are tenured or contractual, and finally extends the discussion to the educational system as a whole through the analysis of a non-monetary incentive mechanism put in place to attract and retain teachers in disadvantaged schools.

This paper presents a new method that goes beyond the measurement of average value-added of schools by measuring whether schools mitigate or intensify grades dispersion among initially similar students. In practice, school value-added is estimated at different levels of final achieve- ments’ distribution by quantile regressions with school specific fixed effects. This method is applied using exhaustive data of the 2015 French high-school diploma and controlling for initial achievements and socio-economic background. Results suggest that almost one-sixth of the high schools significantly reduce, or on the contrary increase, the dispersion in final grades which were expected given the initial characteristics of their intake.

Claudine Pirus MENJ-DEPP, Bureau des études statistiques sur les élèves 23 In education, peer effects result from the different types of interactions between students, within the same class or school. However, characterizing the nature and measuring the extent of these interactions poses substantial methodological problems. This article aims to present the difficulties of measuring peer effects in education, as well as the results of research on them in primary and secondary education. Within a school, students are influenced by the socioeconomic composition and academic level of their peers. Students from disadvantaged backgrounds, or who are struggling academically, tend to be more susceptible to these effects. Because of such effects, segregation between and within schools is likely to exacerbate educational inequalities. However, research findings on peer effects are not consistent. M easuring and understanding the influence of our colleagues, friends and neighbors on our behaviour and socio-professional pathway is a theme that concerns several disciplinary fields and has been the subject of much research. Moreover, this theme raises important problems of statistical methodology. Indeed, while it is easy to show a correlation between a person's behavior (in terms of consumption, schooling, etc.).

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The measurement of segregation consists in quantifying a state of separation of people belonging to different groups (social, ethnic, etc.) in a given territory. Its opposite is the more positive measure of social mix. Measuring segregation, particularly between schools, is a major challenge for the analysis and management of the education system. This article reviews the general principles of indicators for measuring segregation, and discusses the properties of the main indices usually used. We use one of these indicators, the normalized entropy index, to propose diagnostic elements on social segregation between French secondary schools, based on data from the Scolarité information system. These elements make it possible, first of all, to characterize the territories according to a greater or lesser degree of segregation between the colleges: we highlight a stronger segregation in the academies and in the urban departments. The standardized entropy index, because of its decomposability property, makes it possible to highlight different segregation mechanisms according to social groups and to evaluate the importance of the educational sector in segregation.

Social segregation among French middle schools is significant: in 2015, one-tenth of middle schools enrolled less than 14.6 percent of students from disadvantaged social backgrounds and one-tenth enrolled more than 62.7 percent. This segregation, measured by the standardized entropy index, can be broken down into three parts. The first corresponds to the differences in social composition between the public and private sectors, which vary greatly from one academy to another. The next two parts correspond to the segregation within the colleges in each sector. In the vast majority of académies, the segregation between private collèges is greater than that between public collèges. On a national scale, the disparities between collèges have remained stable since 2003. On the one hand, segregation has decreased among public sector colleges. On the other hand, the gap in social composition between the public and private sectors has increased. Social segregation between colleges also reflects urban segregation. Particularly in large urban areas, students from disadvantaged backgrounds are over-represented in certain residential areas. In public secondary schools, assignment is based on geographical proximity, and the degree of segregation is partly due to this urban concentration of disadvantaged students. Nevertheless, other local dynamics are also present. The local Moran indices make it possible to compare the social composition of a college with that of the surrounding colleges. Four types of middle schools are thus defined, depending on whether the middle school has a higher or lower proportion of students from disadvantaged backgrounds than the academy as a whole, and whether the surrounding middle schools are also, on average, more advantaged or disadvantaged. Comparing this typology with the distribution of disadvantaged students in the region makes it possible to identify middle schools whose social composition is at odds with their environment. In Seine-Saint-Denis in particular, the social composition of the private lower secondary schools, which is rather advantaged, differs from that of the surrounding schools.

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This thesis presents four independent attempts to evaluate public policies, applying recent microeconometric methods. After a first chapter presenting a summary in French, the second chapter evaluates the impact of the so-called ecological bonus/malus reform on CO2 emissions. This offers a credible source of identification of the sensitivity of consumer choices to financial incentives. Estimates suggest a negative balance sheet for the measure, due to strong volume effects. The third chapter assesses the ability of tax measures to revitalize local economic activity, through the Urban Free Zone scheme. Access to precise local data makes it possible to assess the impact of tax exemptions granted to firms setting up in second-generation ZFUs. These exemptions have a positive but weak impact on business creation and employment compared to other similar disadvantaged areas. The fourth chapter looks at the consequences of temporary contracts on occupational trajectories. Controlling for individual heterogeneity bias with a fixed effects model, we show that fixed-term contracts significantly increase transitions to stable employment compared to unemployment. In contrast, temporary work only marginally improves these transitions. The fifth chapter deals with the effects of the minimum wage increases created by the Fillon law on wage inequality. The estimates suggest that the minimum wage increases would have a significant but small effect on wage distributions.