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Has the "Ambition Success Networks" Educational Program Achieved its Ambition?

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  • Magali Beffy
  • Laurent Davezies

Abstract

This paper evaluates the French RAR program (Réseaux Ambition Réussite or Ambition Success Networks), a junior high school program started in 2006 which intended to concentrate means and funds on well-chosen disadvantaged junior high schools. We use the criteria of eligibility to estimate a regression discontinuity model. For evaluated junior high schools, the increase in per-pupil teaching hours, and the decrease in class size are disappointing. Our results also suggest that the program may have had a negative effect on teacher and pupil enrollment. Both the proportion of older teachers and the proportion of poorly qualified teachers have increased and the pupils' achievement has decreased in Grade 9, the final year of junior high school. The RAR program has increased the disparity of teachers' characteristics and of pupils' ability between schools.

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  • Magali Beffy & Laurent Davezies, 2013. "Has the "Ambition Success Networks" Educational Program Achieved its Ambition?," Annals of Economics and Statistics, GENES, issue 111-112, pages 271-293.
    • Handle: RePEc:adr:anecst:y:2013:i:111-112:p:271-293
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    File URL: http://www.jstor.org/stable/23646334
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    Cited by:

    1. Corinne Prost & Manon Garrouste, 2015. "Comment l'école amplifie les inégalités sociales et migratoires ?," PSE-Ecole d'économie de Paris (Postprint) hal-01818781, HAL.
    2. Laurent Davezies & Manon Garrouste, 2020. "More Harm than Good?: Sorting Effects in a Compensatory Education Program," Journal of Human Resources, University of Wisconsin Press, vol. 55(1), pages 240-277.
    3. Miren Lafourcade & Florian Mayneris, 2017. "En Finir avec les ghettos urbains ?," PSE-Ecole d'économie de Paris (Postprint) halshs-01884340, HAL.
    4. Stéphane Carcillo & Élise Huillery & Yannick L'Horty, 2017. "Prévenir la pauvreté par l'emploi, l'éducation et la mobilité," SciencePo Working papers Main hal-02446145, HAL.
    5. Manon Garrouste & Miren Lafourcade, 2022. "Place-Based Policies: Opportunity for Deprived Schools or Zone-and-Shame Effect?," Post-Print hal-04329793, HAL.
    6. Julien Silhol & Lionel Wilner, 2022. "Teachers' Desired Mobility to Disadvantaged Schools: Do Financial Incentives Matter?," CESifo Working Paper Series 9906, CESifo.
    7. Denis Anne, 2019. "Aides à la mobilité et insertion sociale," Erudite Ph.D Dissertations, Erudite, number ph19-03 edited by Yannick L'Horty, December.
    8. Huillery, Elise & Bouguen, Adrien & Charpentier, Axelle & Algan, Yann & Chevallier, Coralie, 2021. "The Role of Mindset in Education : A Large-Scale Field Experiment in Disadvantaged Schools," SocArXiv zs9aq, Center for Open Science.
    9. 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.

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