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How do restrictive zoning and parental choices impact social diversity in schools?

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Listed:
  • Béatrice Boutchenik

    (Institut national de la statistique et des études économiques (INSEE))

  • Pauline Givord

    (Institut national de la statistique et des études économiques (INSEE))

  • Olivier Monso

    (OSC - Observatoire sociologique du changement (Sciences Po, CNRS) - Sciences Po - Sciences Po - CNRS - Centre National de la Recherche Scientifique, DEPP - Direction de l'évaluation, de la prospective et de la performance - M.E.N.E.S.R. - Ministère de l'Education nationale, de l’Enseignement supérieur et de la Recherche)

Abstract

This paper provides a new method for decomposing segregation indices depending on two distinct set of unities. This method is applied to analyse how restrictive zoning and parental school choices impact social diversity in French middle schools. Using an exhaustive geolocalized dataset on three urban areas, segregation indices at the school level are decomposed into contributions of residential segregation and of circumvention. According to the results, for the three analysed urban areas, school choice accounts for one half of the social segregation across middle schools in Paris, and more than one third in the urban areas of Bordeaux and Clermond-Ferrand. This mostly stems from the fact that the social mix in "left behind" public schools is reduced as the parents who opt out of their neighborhood school for a private one are often the most advantaged ones locally.

Suggested Citation

  • Béatrice Boutchenik & Pauline Givord & Olivier Monso, 2020. "How do restrictive zoning and parental choices impact social diversity in schools?," SciencePo Working papers Main hal-03455914, HAL.
    • Handle: RePEc:hal:spmain:hal-03455914
    Note: View the original document on HAL open archive server: https://hal-sciencespo.archives-ouvertes.fr/hal-03455914
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    References listed on IDEAS

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