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Lieu de résidence et parcours scolaire des collégiens d’Île-de-France

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  • Fanny Alivon

Abstract

We study the effect of living in deprived areas on the academic achievement of student living in Ile-de-France, through two outcomes: repetition and academic tracks. We implement a regression discontinuity strategy based on the geographic limits of sensitive urban zones, zones urbaines sensibles (ZUS). The results show that students living in these neighborhoods have 1) a lower probability of repeating by 0.5 to 0.7 percentage points (pp), 2) a lower probability to go in general tracks from 3 to 13 pp and 3) a higher probability of 25 pp to go to professional tracks, than students living near but outside these ZUS. A robustness test completes this study in order to determine the role played by priority education policy, which concerns a large proportion of students from disadvantaged neighborhoods. Overall, it emerges from this study that the place of residence and the school play an important role in the academic outcomes.

Suggested Citation

  • Fanny Alivon, 2021. "Lieu de résidence et parcours scolaire des collégiens d’Île-de-France," Revue économique, Presses de Sciences-Po, vol. 72(5), pages 749-784.
    • Handle: RePEc:cai:recosp:reco_725_0749
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    Cited by:

    1. Manon Garrouste & Miren Lafourcade, 2022. "Place-Based Policies: Opportunity for Deprived Schools or Zone-and-Shame Effect?," Post-Print hal-04329793, HAL.

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