Aller au menu Aller au contenu Aller à la recherche
  • Français
  • English

Fiche de BELLARBRE Élodie

Fonction : Young Doctor, Associate Researcher

Thesis

Thesis defended on October 19, 2017

Thesis director: Jean-François GIRET

 

Thesis Title: Counterbalance school inequalities in secondary education in France : studies based on PISA, CEDRE and TALIS

 

Thesis Abstract:

The fight against educational inequality is one of the foundational principles of educationin France. Implementing equal opportunity and the fight against social and geographicalinequality are inscribed in the first article in the Code of Education. However, educationalinequality persists and has continued to increase these past years. Using data sets from threedifferent international and national evaluations (PISA, Cedre, and TALIS), this dissertationseeks to bring a new perspective on the reduction of inequality for students enrolled insecondary education in France.The first chapter analyzes the role that extra-scholastic educational resources play increating and reducing inequalities by examining the 2012 PISA survey. The market of educa-tional goods and services outside of school is developing, generating a new education marketin which parents behave as consumers. Academic achievement is an important concern forfamilies in a situation where inequalities at school and unemployment are rising. Access toeducational resources (educational computer software, textbooks, etc.), thus could constitutea way to improve the learning environment at home for children to allow them to obtain thebest possible rankings in academic competition. My results points out the role that social in-equality plays in determining access to educational resources, which contributes to increasingthe gap in academic achievement between privileged and underprivileged students.The second chapter in my dissertation employs the data from the first cycle of nationalevaluation Cedre (2003 and 2009) in order to analyze the contributing factors of educatio-nal inequality between priority education and non-priority education public middle schools.The inequality between these two sectors can be linked to the lack of diversity (the mostunderprivileged students in priority education) or to a different assessment of characteristicsstudents according to their sector. My results demonstrate that a little more than half ofthe differences in success between sectors is linked to the social background, immigrationstatus, and educational experience of the students that attend these schools in 2003 as in2009. Moreover, the average decrease in test scores observed between 2003 and 2009 in bothsectors is due to a declining performance from low-proficiency students and an even moresignificant decrease for high-proficiency students. These findings are caused by an increasein the relationship between student characteristics and academic achievement more than bythe difference in students’ characteristics between 2003 and 2009.The policy of priority education is based on a system of incentives. The middle schoolsthat are part of this program are subject to different rules of governance than public middleschools. These rules should enable establishments, particularly in the priority education sec-tor, take advantage of governance tools (developing cooperation between teachers, increasedautonomy in decision-making at the establishment-level, better pedagogical leadership, etc.)in order to improve the academic achievement of the students they educate. My third chap-ter draws from a theoretical discussion based on the theory of incentives developed in publiceconomy as well as on a typology of modes of governance in French public middle schoolsdeveloped from the TALIS survey. It highlights three types of governance : “governance bycollective professionalization of teachers”, “governance by a local pedagogical leadership” and”opportunistic governance”. Priority education middle schools are in large part characterizedby a governance based on the collective professionalization of teachers or on governance by alocal pedagogical leadership.

 

Key words :education inequality, education goods, priority education, schools gover-nance, PISA, Cedre, TALIS

 

Publications



8 documents

Article dans une revue

  • Aurélie Lecocq, Mehdi Ammi, Élodie Bellarbre. Le score de propension : un guide méthodologique pour les recherches expérimentales et quasi expérimentales en éducation. Mesure et Evaluation en Education, Association des spécialistes de la mesure et de l'évaluation en éducation, 2014, 37 (2), pp.69-100. ⟨halshs-01107302⟩

Communication dans un congrès

  • Élodie Bellarbre. Lien entre caractéristiques des élèves des établissements d'éducation prioritaire et compétences scolaires en France. structures scolaires et mixité sociale à l'école, Pacte pour un Enseignement d'excellence; Université de Mons; ULB (Université Libre de Belgique), May 2017, La Marlagne, Belgique. ⟨halshs-01671845⟩
  • Élodie Bellarbre. The Performance Gap in Priority-Education and Non-Priority Education French Public Schools: Are we fighting inequality or reinforcing it?. 65th Annual Meeting of the French Economic Association, AFSE (Association Française de Science Economique), Jun 2016, Nancy, France. ⟨halshs-01671822⟩
  • Élodie Bellarbre. Les déterminants de l'acquisition des compétences dans les collèges français selon leur appartenance ou non au dispositif de l'éducation prioritaire entre 2003 et 2009. L'évaluation à la lumière des contextes et des disciplines : 27 ème Colloque International de l'ADMEE-Europe, ADMEE-Europe, Jan 2015, Liège, Belgique. ⟨halshs-01264346⟩
  • Élodie Bellarbre. Régulation des systèmes éducatifs et réussite des élèves de 15 ans : analyse comparative dans les pays anglo-saxons avec PISA 2009. Conférence du GRES (Groupe de Recherche sur les Environnements Scolaires), May 2013, Montréal, France. ⟨halshs-00826296⟩
  • Élodie Bellarbre. Monitoring of education system and the fifteen ages student achievement: analysis in the English-speaking countries with PISA 2009. Doctoral Meeting of Monptellier, Université de Montpellier, May 2013, Montpellier, France. ⟨halshs-01091076⟩

Rapport

  • J. Micklewright, J. Jerrim, A. Vignoles, A. Jenkins, R. Allen, et al.. Teachers in secondary schools: evidence from TALIS 2013. 2014. ⟨halshs-01068871⟩

Thèse

  • Elodie Bellarbre. Compenser les inégalités dans le secondaire en France : études à partir des enquêtes PISA, CEDRE et TALIS. Economies et finances. Université Bourgogne Franche-Comté, 2017. Français. ⟨NNT : 2017UBFCG008⟩. ⟨tel-01692809v2⟩

 
 

 

photo_de_profil:
2374
identite:
BELLARBRE Élodie
grade:
Professeur
adresse_postale:
telephone:
bureau:
courriel:
elodie.bellarbre@u-bourgogne.fr
url_site_perso_ou_professionnel:
kc_data:
a:8:{i:0;s:0:"";s:4:"mode";s:0:"";s:3:"css";s:0:"";s:9:"max_width";s:0:"";s:7:"classes";s:0:"";s:9:"thumbnail";s:0:"";s:9:"collapsed";s:0:"";s:9:"optimized";s:0:"";}
kc_raw_content:

{tab=Thesis}

Thesis defended on October 19, 2017



Thesis director: Jean-François GIRET

 

Thesis Title: Counterbalance school inequalities in secondary education in France : studies based on PISA, CEDRE and TALIS

 

Thesis Abstract:

The fight against educational inequality is one of the foundational principles of educationin France. Implementing equal opportunity and the fight against social and geographicalinequality are inscribed in the first article in the Code of Education. However, educationalinequality persists and has continued to increase these past years. Using data sets from threedifferent international and national evaluations (PISA, Cedre, and TALIS), this dissertationseeks to bring a new perspective on the reduction of inequality for students enrolled insecondary education in France.The first chapter analyzes the role that extra-scholastic educational resources play increating and reducing inequalities by examining the 2012 PISA survey. The market of educa-tional goods and services outside of school is developing, generating a new education marketin which parents behave as consumers. Academic achievement is an important concern forfamilies in a situation where inequalities at school and unemployment are rising. Access toeducational resources (educational computer software, textbooks, etc.), thus could constitutea way to improve the learning environment at home for children to allow them to obtain thebest possible rankings in academic competition. My results points out the role that social in-equality plays in determining access to educational resources, which contributes to increasingthe gap in academic achievement between privileged and underprivileged students.The second chapter in my dissertation employs the data from the first cycle of nationalevaluation Cedre (2003 and 2009) in order to analyze the contributing factors of educatio-nal inequality between priority education and non-priority education public middle schools.The inequality between these two sectors can be linked to the lack of diversity (the mostunderprivileged students in priority education) or to a different assessment of characteristicsstudents according to their sector. My results demonstrate that a little more than half ofthe differences in success between sectors is linked to the social background, immigrationstatus, and educational experience of the students that attend these schools in 2003 as in2009. Moreover, the average decrease in test scores observed between 2003 and 2009 in bothsectors is due to a declining performance from low-proficiency students and an even moresignificant decrease for high-proficiency students. These findings are caused by an increasein the relationship between student characteristics and academic achievement more than bythe difference in students’ characteristics between 2003 and 2009.The policy of priority education is based on a system of incentives. The middle schoolsthat are part of this program are subject to different rules of governance than public middleschools. These rules should enable establishments, particularly in the priority education sec-tor, take advantage of governance tools (developing cooperation between teachers, increasedautonomy in decision-making at the establishment-level, better pedagogical leadership, etc.)in order to improve the academic achievement of the students they educate. My third chap-ter draws from a theoretical discussion based on the theory of incentives developed in publiceconomy as well as on a typology of modes of governance in French public middle schoolsdeveloped from the TALIS survey. It highlights three types of governance : "governance bycollective professionalization of teachers", "governance by a local pedagogical leadership" and"opportunistic governance". Priority education middle schools are in large part characterizedby a governance based on the collective professionalization of teachers or on governance by alocal pedagogical leadership.

 

Key words :education inequality, education goods, priority education, schools gover-nance, PISA, Cedre, TALIS

{tab=Publications}

[cv-hal id=elodie-bellarbre type=authIdHal_s]

{/tabs}

 

fonction:
Young Doctor, Associate Researcher
fax:
cv:

Log In

Create an account