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Zones d'Education Prioritaire : Quels moyens pour quels résultats ?

Author

Listed:
  • Roland Benabou

    (Crest)

  • Francis Kramarz

    (Crest)

  • Corinne Prost

    (Crest)

Abstract
The ZEP (zones d'éducation prioritaire), which started in 1982, are one French example ofpositive discrimination in the education system. This program aims to improve the students'achievement in the most disadvantaged schools. It gives more financial resources to schoolsin disadvantaged zones and it encourages them to develop specific teaching projects. In thispaper, we estimate the changes in the school characteristics for the ZEP schools. We assesshow much (and which) financial resources were given to the ZEP schools. In 1990, more than10% of students in preschools and in schools from 1rst to 9th grade are in a ZEP zone, and aZEP student receives 5% more resources than a non-ZEP student. This cost is mainlycomposed of bonuses for teachers, and additional teaching hours for the school. Yet theadditional hours increase was very slow since the mean class size decreased by only 0.2student a year, compared to the changes in non-ZEP schools. Then this paper estimates theimpact of the ZEP program on individual achievement, measured here by : success at adiploma ; entry in the 4rth grade ; entry in the 2nd grade ; success at the baccalauréat. We useseveral models to estimate this impact. In order to take account of the endogeneity of the ZEPstatus, we use two methods : difference in difference and instrumental variables. A non-linearmodel is also estimated. The results are the same in all estimations : the impact on studentsuccess of the ZEP program is not significant.

Suggested Citation

  • Roland Benabou & Francis Kramarz & Corinne Prost, 2003. "Zones d'Education Prioritaire : Quels moyens pour quels résultats ?," Working Papers 2003-38, Center for Research in Economics and Statistics.
    • Handle: RePEc:crs:wpaper:2003-38
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    References listed on IDEAS

    as
    1. Alan B. Krueger, 2002. "Inequality, Too Much of a Good Thing," Working Papers 845, Princeton University, Department of Economics, Industrial Relations Section..
    2. Alan B. Krueger, 1999. "Experimental Estimates of Education Production Functions," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 114(2), pages 497-532.
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    6. Marianne Bertrand & Francis Kramarz, 2002. "Does Entry Regulation Hinder Job Creation? Evidence from the French Retail Industry," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 117(4), pages 1369-1413.
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    8. Joshua Angrist & Victor Lavy, 2002. "New Evidence on Classroom Computers and Pupil Learning," Economic Journal, Royal Economic Society, vol. 112(482), pages 735-765, October.
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    10. repec:fth:prinin:464a is not listed on IDEAS
    11. Alan Krueger, 2002. "Inequality, Too Much of a Good Thing," Working Papers 845, Princeton University, Department of Economics, Industrial Relations Section..
    12. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule to Estimate the Effect of Class Size on Scholastic Achievement," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 114(2), pages 533-575.
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    Cited by:

    1. Eric Maurin, 2005. "The French Educational System: Issues and Debates," German Economic Review, Verein für Socialpolitik, vol. 6(3), pages 297-307, August.
    2. Galindo-Rueda, Fernando & Vignoles, Anna, 2004. "The Heterogeneous Effect of Selection in Secondary Schools: Understanding the Changing Role of Ability," IZA Discussion Papers 1245, Institute of Labor Economics (IZA).
    3. Gary-Bobo, Robert J. & Mahjoub, Mohamed Badrane, 2006. "Estimation of Class-Size Effects, Using 'Maimonides' Rule': The Case of French Junior High Schools," CEPR Discussion Papers 5754, C.E.P.R. Discussion Papers.

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