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La taille des classes influence-t-elle la réussite scolaire ?

Author

Listed:
  • Adrien Bouguen

    (Universität Mannheim, IPP - Institut des politiques publiques)

  • Julien Grenet

    (PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique, IPP - Institut des politiques publiques)

  • Marc Gurgand

    (PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique, IPP - Institut des politiques publiques)

Abstract

Cette note présente les résultats des recherches les plus robustes méthodologiquement, qui estiment l'impact d'une réduction de la taille des classes sur les performances scolaires des élèves et sur leur destin à plus long terme. Contrairement à une idée qui a longtemps perduré, ces effets sont élevés, si on les compare à d'autres politiques scolaires menées à grande échelle et rigoureusement évaluées. Le coût absolu du doublement des classes de CP et de CE1 justifie de cibler cette politique sur les élèves les moins favorisés, mais l'investissement est rentable dès qu'il existe des effets in fine sur la situation professionnelle des bénéficiaires aussi petits que 1 %. Il reste cependant beaucoup d'inconnues, notamment sur l'articulation entre la réduction de la taille des classes et les pratiques pédagogiques.

Suggested Citation

  • Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "La taille des classes influence-t-elle la réussite scolaire ?," Institut des Politiques Publiques hal-02453596, HAL.
    • Handle: RePEc:hal:ipppap:hal-02453596
    Note: View the original document on HAL open archive server: https://hal.science/hal-02453596
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    References listed on IDEAS

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    1. Denis Fougere & Arthur Heim, 2019. "L'évaluation socioéconomique de l'investissement social: Comment mettre en oeuvre des analyses coûts-bénéfices pour les politiques d'emploi, de santé et d'éducation," Sciences Po publications info:hdl:2441/5lge9h8e809, Sciences Po.
    2. Miren Lafourcade & Florian Mayneris, 2017. "En Finir avec les ghettos urbains ?," PSE-Ecole d'économie de Paris (Postprint) halshs-01884340, HAL.
    3. Denis Fougère & Arthur Heim, 2019. "L'évaluation socioéconomique de l'investissement social," Working Papers hal-03456048, HAL.
    4. repec:hal:spmain:info:hdl:2441/5lge9h8e809258uvvpjn34ekm4 is not listed on IDEAS

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    Keywords

    Class size effects; Taille des classes;

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