 Lieu de résidence et parcours scolaire des collégiens d’Île-de-FranceFanny Alivon ()
Post-Print from HAL 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; Effet de quartier; Parcours scolaires; Régression sur discontinuité (search for similar items in EconPapers) Published in Revue Economique, 2021, 72 (5), pp.749-784. ⟨10.3917/reco.725.0749⟩ There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it. Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-03463273 Access Statistics for this paper More papers in Post-Print from HAL |
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