The French Zones d'Education Prioritaire: Much Ado about Nothing?

Autor/inn/en	Benabou, Roland; Kramarz, Francis; Prost, Corinne
Titel	The French Zones d'Education Prioritaire: Much Ado about Nothing?
Quelle	In: Economics of Education Review, 28 (2009) 3, S.345-356 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2008.04.005
Schlagwörter	Outcomes of Education; Program Effectiveness; Federal Programs; Program Evaluation; Resource Allocation; Instructional Innovation; Educational Indicators; Politics of Education; Economics; Educational Finance; Data Analysis; Foreign Countries; Educational Policy; Disadvantaged Environment; France + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Ressourcenallokation; Educational Innovation; Bildungsinnovation; Educational indicato; Bildungsindikator; Educational policy; Bildungspolitik; Volkswirtschaftslehre; Bildungsfonds; Auswertung; Ausland; Politics of education; Frankreich
Abstract	We provide an assessment of the French ZEP (Zones d'Education Prioritaire), a program started in 1982 that channels additional resources to schools in disadvantaged areas and encourages the development of new teaching projects. Focusing on middle-schools, we first evaluate the impact of the ZEP status on resources, their utilization (teacher bonuses versus teaching hours) and key establishments characteristics such as class sizes, school enrolments, teachers' qualifications and experience, and student composition and mobility. We then estimate the impact of the ZEP program on four measures of individual student achievement: obtaining at least one diploma by the end of schooling, reaching 8th grade, reaching 10th grade and success at the Baccalaureat (the national examination at the end of high school). We take into account the endogeneity of the ZEP status by using both difference in differences and instrumental variables based on political variables. The results are the same in all cases: there is no impact on student success of the ZEP program. (Contains 1 figure and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10