The French zones d'education prioritaire: Much ado about nothing?

被引：45

作者：

Benabou, Roland ^{[2
]}

Kramarz, Francis ^{[1
]}

Prost, Corinne ^{[3
]}

机构：

[1] Crest Insee, F-92245 Malakoff, France

[2] Princeton Univ, Dept Econ, Princeton, NJ 08544 USA

[3] Insee, F-75014 Paris, France

来源：

ECONOMICS OF EDUCATION REVIEW | 2009年 / 28卷 / 03期

关键词：

Resource allocation; Expenditures; ACHIEVEMENT;

D O I：

10.1016/j.econedurev.2008.04.005

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

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. (C) 2008 Elsevier Ltd. All rights reserved.

引用

页码：345 / 356

页数：12

共 15 条

[1]

BENABOU R, 1996, REV ECON STUD, V62, P237

[2]

BENABOU RJM, 2005, 5085 CEPR

[3] Does entry regulation hinder job creation? Evidence from the French retail industry [J].