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

Abstract

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.