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Research Group: Educational Policies
Research Group directors: Lidia PANICO, Clément PIN
Involved members:
Yann ALGAN, Anders BACH-MORTENSEN, Carlo BARONE, Bastian BETTHÄUSER, Grégoire BORST, Laudine CARBUCCIA, Denis FOUGERE, Nina GUYON, Elise HUILLERY, Paul LEHNER, Mélanie MAXIMINO PINHEIRO, Olivier MONSO, Marco OBERTI, Anne-Claudine OLLER, Alice PAVIE, Julie PELHATE, Julie PEREIRA, Clément PIN, Mathieu ROSSIGNOL-BRUNET, Youssef SOUIDI, Agnès VAN ZANTEN
Presentation of the Educational Policies Research Group
The research group is interested in the mechanisms of formation and reproduction of inequalities in the school system, as well as the effectiveness of policies and public policy schemes aimed at reducing these inequalities. This research adopts an interdisciplinary perspective (sociology, economics and psychology) and combines quantitative, experimental and qualitative methods around the same research object.
The research group is structured around three main areas:
Learning and socio-behavioural skills
The aim is to analyse social inequalities in the learning process through the prism of socio-behavioural skills (e.g. socio-emotional skills such as self-esteem and motivation of pupils, metacognitive skills). The objective is to study the impact of educational policies and devices aimed at developing these skills in order to promote learning and reduce social inequalities.
Orientation and social mobility in educational pathways
As part of the reproduction of social inequalities, the orientation pathways in secondary and higher education are examined from the point of view of the relationship between aspirations, perceptions of opportunities and investment in schooling by parents and children; the link between social justice and the process of assigning teachers and pupils to schools; and finally, the public policy schemes for social inclusion in higher education.
Social diversity and peer effects
By studying spatial, residential and school segregation in greater depth, the research group seeks not only to account for possible peer and school effects, but also to evaluate the impact of desegregation and urban renewal policies.
Seminars of the research group
The Educational Policies research group organizes seminars open to all, presenting research work on various topics related to its research themes.
Find out more about the Educational Policies Seminars.
Associated Research Projects
Ongoing projects
- Government Policy and Parenting (GP&P) (2024)
- Neighborhoods and child development: the French experience (2024)
- Design and validation of a child prosociality scale (DeVProScale) (2024)
- Urban and school segregation of children (2024)
- Parenting and Inequalities in Early Child development: Experimental evidence (PIECE) (2023)
- Promoting metacognition in young children, a lever to reduce educational inequalities? (METACHILD) (2022)
- Fostering Access to Childcare in France : Projet Premiers Pas (PPP) (2022)
- Etude des parcours des candidats aux études de santé dans le cadre de la réforme 2020 de leurs voies d’accès (PARCOURSANTE) (2022)
- A systematic review and meta-analysis of the evidence on learning progress and inequality during summer vacations (2022)
- Innovations, données et expérimentations en éducation (IDEE) (2022)
- Ségrégation sociale à l'école et réussite scolaire : étude des effets des fermetures et ouvertures de collèges situés à proximité de quartiers défavorisés (2022)
- Recherche sur la réforme des admissions à Sciences Po (2021)
- Politique de la ville, réussite scolaire et criminalité
- Collaborer pour l’accompagnement scolaire (2022)
- Favoriser la motivation et la réussite scolaire en adoptant les pratiques pédagogiques qui développent les compétences sociales et comportementales (MOTIVACTION) (2021)
- Les politiques régionales d'orientation, un vecteur de socialisation des jeunes aux règles du marché (ORIREG) (2020)
- Family background, parental instructional strategies and children's self-regulated learning: a longitudinal experimental study (METALEARN) (2020)
- Literature review of policies supporting the development of children's capacities (2019)
- Cours d'écoles OASIS (2018)
- Effets du Programme National pour la Rénovation Urbaine (PNRU) (2018)
- Social Diversity in Middle Schools (2017)
- Qualitative Monitoring of Premier Campus program at Sciences Po (2017)
- Fostering the Language Skills of Children from Low-educated Families: An Ex-Ante Experimental Evaluation of a Parental Book Reading Intervention (2016 and 2017)
- La simplification dans l'enseignement superieur et la recherche (2017)
- ACCESSUP - Policies of access to higher education (2015)
- Priority Education Conventions - CEP Program at Sciences Po (2015)
- School aspirations and results : the chicken or the egg
- "Active orientation" towards higher education : policies and mechanisms
- Primary and secondary school teachers' retirement in France
- Will Sooner be Better? The Impact of Preschool Enrollment on Cognitive and Noncognitive Achievement of Children
- Teachers' educational strategies as parents and school career of teacher' children
- Transitions between public and private school
- Social mediation against violence in school
- Stereotypes, Self-censorship and academic success
Publications of the Research group
- Agnès VAN ZANTEN, Amelia LEGAVRE, Engineering access to higher education through higher education fairs- LIEPP Working Paper, n° 22, April 2014
- Nina GUYON, Elise HUILLERY, Choix d’orientation et origine sociale : mesurer et comprendre l’autocensure scolaire LIEPP Report décembre 2014
- Agnès VAN ZANTEN, Alice OLIVIER, Les stratégies statutaires des établissements d’enseignement supérieur. Une étude des « journées portes ouvertes » , LIEPP Working Paper n°40, novembre 2015
- Yann ALGAN, Elise HUILLERY, Nina GUYON, Comment lutter contre la violence et le harcèlement à l'école et au collège ? LIEPP Policy Brief n°19, juin 2015
- Laura Perna, Improving Higher Education of All Students: Lessons from the United States , LIEPP Working Paper n°48, February 2016
- Nina GUYON, Elise HUILLERY, Biased Aspirations and Social Inequality at School: Evidence from French Teenagers , LIEPP Working Paper, n°44, January 2016
- Nina GUYON, Elise HUILLERY, Track choice and socioeconomic origin: measuring and explaining academic inhibition , LIEPP Policy Brief n°23, february 2016
- Carlo BARONE, Antonio SCHIZZEROTTO, Giovanni Maria ABBIATI, Giulia ASSIRELLI, Gender, information barriers and fields of study choice: a field experiment , LIEPP Working Paper, n°63, January 2017
- Carlo BARONE, Denis FOUGERE, Clément PIN, La lecture partagée: un levier pour réduire les inégalités scolaires? LIEPP Policy Brief n°44, septembre 2019
- Carlo BARONE, Denis FOUGERE, Clément PIN, Social origins, shared book reading and language skills in early childhood LIEPP Working Paper n°93, octobre 2019
- Clément PIN, Evaluation du Plan de simplification pour l'enseignement supérieur et la recherche LIEPP Report octobre 2019
- Giulia ASSIRELLI, Carlo BARONE, Emilio Chambouleyron, Reka Vonnak Shared Book Reading Interventions and Children's Skills LIEPP Working Paper n°98, december 2019
- Giulia ASSIRELLI, Carlo BARONE, Emilio Chambouleyron, Reka Vonnak Shared Book Reading Interventions and Children's Skills LIEPP Working Paper n°98, december 2019
- Jérôme AUST, Ulrike LEPONT, Les LABEX réinventés les appropriations paradoxales d'un instrument d'action publique en biologie LIEPP Policy Brief, n°42, Juin 2019
- Béatrice BOUTCHENIK, Pauline GIVORD, Olivier MONSO, How do restrictive zoning and parental choices impact social diversity in schools? LIEPP Working Paper n°105, February 2020
- Laudine CARBUCCIA , Interventions to foster academic aspirations adjustment among disadvantaged and female students - A PRISMA systematic review of literature , LIEPP Working Paper n°114, Novembre 2020
- Clément PIN, Évaluation d'un plan national de simplification administrative. Le cas de l'enseignement supérieur et de la recherche LIEPP Policy Brief n°50, Mars 2021
- Marco OBERTI, Mathieu ROSSIGNOL-BRUNET, Elise TENRET, Pauline BARRAUD DE LAGERIE, Yannick SAVINA Reconfiguration du champ des formations en sciences humaines en Île-de-France : le poids de la sélection LIEPP Working Paper n°121, Juin 2021
- Pauline GIVORD, How age at school entry affects future educational and socioemotional outcomes: Evidence from PISA. LIEPP Working Paper n°120, Mai 2021
- Pauline GIVORD, Qu'est-ce qu'un bon lycée ? Questions de mesure LIEPP Policy Brief n°54, octobre 2021
- Bastian BETTHAUSER, Anders BACH-MORTENSEN, Per ENGZELL, A systematic review and meta-analysis of the impact of the COVID-19 pandemic on learning LIEPP Working Paper n°134, May 2022
- Pauline GIVORD, Francesco AVVISATI The learning gain over one school year among 15-year-olds: An international comparison based on PISA Sciences Po LIEPP Working paper, July, 2022
- Laudine CARBUCCIA, Carlo BARONE, Coralie CHEVALLIER, Valentin THOUZEAU Unequal access to early childcare : What role do demand-side factors play ? A PRISMA systematic review LIEPP Working Paper n°138, 2023
- Olivier MONSO, Audrey FARGES Fréquenter l'internat à l'entrée du lycée a-t-il un impact sur la réussite scolaire ? Une évaluation sur les lycées publics de l'Éducation nationale LIEPP Working Paper n°141, 2023
- Paul Lehner, Erwan Lehoux, Anne Claudine Oller, Clément Pin, L’accompagnement à l’orientation en Terminale : quels leviers pour l’égalité des chances ? LIEPP Policy Brief n°72, 2024
- Laudine CARBUCCIA, Demand-side determinants of the socioeconomic gap in ECEC enrollment in France, Sciences Po LIEPP Report, 2024.
