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Évaluer l’action éducative des lycées à travers les indicateurs de valeur ajoutée des lycées : quand le « bruit » s’immisce dans l’administration de la preuve

Author

Listed:
  • Fernando Núñez-Regueiro

    (LaRAC - Laboratoire de Recherche sur les Apprentissages en Contexte - UGA - Université Grenoble Alpes)

  • Pascal Bressoux

    (LaRAC - Laboratoire de Recherche sur les Apprentissages en Contexte - UGA - Université Grenoble Alpes)

Abstract

Chaque année, le ministère de l'Éducation nationale publie des indicateurs de valeur ajoutée des lycées (IVAL) visant à mesurer l'efficacité des actions éducatives. Conçus comme outils de pilotage fiables, ces IVAL jouent un rôle décisionnel important dans le travail des équipes éducatives. Pourtant, les IVAL sont limités par la non-prise en compte d'une erreur d'échantillonnage qui confond l'action des lycées avec du « bruit » statistique (i.e., les effets du hasard). Retraçant l'historique de ces indicateurs-depuis leurs origines dans la recherche sur les effets-établissement, jusqu'à leur diffusion en France-, cette étude montre en quoi cette non-prise en compte de l'erreur d'échantillonnage pose un problème de mesure qui contrarie une évaluation fiable de l'action éducative. Pour pallier cette difficulté, des stratégies d'estimation alternatives sont proposées. La pertinence de cette critique est illustrée à travers l'étude de 112 lycées de l'académie de Grenoble et de leur action éducative sur la réussite au baccalauréat.

Suggested Citation

  • Fernando Núñez-Regueiro & Pascal Bressoux, 2022. "Évaluer l’action éducative des lycées à travers les indicateurs de valeur ajoutée des lycées : quand le « bruit » s’immisce dans l’administration de la preuve," Post-Print hal-03896378, HAL.
    • Handle: RePEc:hal:journl:hal-03896378
    DOI: 10.3917/rfs.632.0257
    Note: View the original document on HAL open archive server: https://hal.science/hal-03896378
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