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

Fanny Alivon

Revue économique, 2021, vol. 72, issue 5, 749-784

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.

Keywords: neighborhood effects; academic achievement; regression discontinuity (search for similar items in EconPapers)
Date: 2021
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Citations: View citations in EconPapers (1)

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