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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, Nina GUYON, Elise HUILLERY, Klara KOVARSKI, Paul LEHNER, Mélanie MAXIMINO PINHEIRO, Olivier MONSO, Marco OBERTI, Julie PEREIRA, Clément PIN, Mathieu ROSSIGNOL-BRUNET, Agnès VAN ZANTEN
Presentation of the Educational Policies Research Group

The research group is interested in how inequalities are formed and reproduced within school systems, and the effectiveness of public policies designed to counteract such inequalities. Our research takes an interdisciplinary approach (sociology, economics, psychology, etc.), combining quantitative and qualitative methods as well as experimental research designs.
For the 2025-2030 period, the group wishes to support research on three themes:
Inclusive education
The promotion of “inclusive schools” has been a core evolution in the French education system since the 2005 law on equal rights and opportunities, participation and citizenship for people with disabilities, and reaffirmed in the 2019 law on the “school of trust”. The recognition of special needs in the broadest sense (disability, immigration, learning difficulties) and schools’ ability to adapt to them are regularly the subject of public debate, but lack comprehensive, interdisciplinary evidence to inform them.
Curriculum reforms
A number of recent reforms to the secondary education cycle, such as ability groups (“groupes de niveaux”), have generated controversies regarding their applicability. Much of the international literature suggests that these policies do not improve overall academic results or reduce inequalities, but we lack evidence for the French context. Older reforms, particularly in primary school, aimed at reducing inequalities, such as reducing class sizes in CP (first grade), are also ripe for evaluation.
Encouraging a diversity of methods and data
While maintaining support for previously developed methods, such as experimental designs, the group proposes to further develop qualitative approaches and the use of administrative data. Our group will encourage projects using administrative data, evaluate the support required by these projects, and promote sharing of information and tools to handle these data among group members.
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)
- Fostering Access to Childcare in France : Projet Premiers Pas (PPP) (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)
- Promoting metacognition in young children, a lever to reduce educational inequalities? (METACHILD) (2022)
- Etude des parcours des candidats aux études de santé dans le cadre de la réforme 2020 de leurs voies d’accès (PARCOURSANTE) (2022)
- 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
- OBERTI, Marco, PAVIE, Alice, ROSSIGNOL-BRUNET, Mathieu, Les enjeux de la réforme des admissions à Sciences Po Paris : Mérite et inégalités en tension dans une grande école, Sciences Po LIEPP Report, December 2024.
- BEHAGHEL, Luc, DE CHAISEMARTIN, Clément, GURGAND, Marc. L’internat d’excellence : un levier contre les inégalités éducatives ?. LIEPP Policy Brief n°78, 2024
- 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.
- 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
- 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
- Pauline GIVORD, Francesco AVVISATI The learning gain over one school year among 15-year-olds: An international comparison based on PISA LIEPP Working paper n°136, 2022
- 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, 2022
- Pauline GIVORD, Qu'est-ce qu'un bon lycée ? Questions de mesure LIEPP Policy Brief n°54, 2021
- Pauline GIVORD, How age at school entry affects future educational and socioemotional outcomes: Evidence from PISA. LIEPP Working Paper n°120, 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, 2021
- 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, 2021
- Laudine CARBUCCIA , Interventions to foster academic aspirations adjustment among disadvantaged and female students - A PRISMA systematic review of literature , LIEPP Working Paper n°114, 2020
- Béatrice BOUTCHENIK, Pauline GIVORD, Olivier MONSO, How do restrictive zoning and parental choices impact social diversity in schools? LIEPP Working Paper n°105, 2020
- Jérôme AUST, Ulrike LEPONT, Les LABEX réinventés les appropriations paradoxales d'un instrument d'action publique en biologie LIEPP Policy Brief n°42, 2019
- Giulia ASSIRELLI, Carlo BARONE, Emilio Chambouleyron, Reka Vonnak Shared Book Reading Interventions and Children's Skills LIEPP Working Paper n°98, 2019
- Clément PIN, Evaluation du Plan de simplification pour l'enseignement supérieur et la recherche LIEPP Report, 2019
- Carlo BARONE, Denis FOUGERE, Clément PIN, Social origins, shared book reading and language skills in early childhood LIEPP Working Paper n°93, 2019
- Carlo BARONE, Denis FOUGERE, Clément PIN, La lecture partagée: un levier pour réduire les inégalités scolaires? LIEPP Policy Brief n°44, 2019
- 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, 2017
- Nina GUYON, Elise HUILLERY, Track choice and socioeconomic origin: measuring and explaining academic inhibition , LIEPP Policy Brief n°23, 2016
- Nina GUYON, Elise HUILLERY, Biased Aspirations and Social Inequality at School: Evidence from French Teenagers , LIEPP Working Paper n°44, 2016
- Laura Perna, Improving Higher Education of All Students: Lessons from the United States , LIEPP Working Paper n°48, 2016
- 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, 2015
- Agnès VAN ZANTEN, Alice OLIVIER, Les stratégies statutaires des établissements d’enseignement supérieur. Une étude des « journées portes ouvertes » , LIEPP Working Paper n°40, 2015
- Nina GUYON, Elise HUILLERY, Choix d’orientation et origine sociale : mesurer et comprendre l’autocensure scolaire LIEPP Report, 2014
- Agnès VAN ZANTEN, Amelia LEGAVRE, Engineering access to higher education through higher education fairs- LIEPP Working Paper n° 22, 2014