Accueil
| Titre : | Coordination-based place policies and educational outcomes: evidence from the Cités éducatives program |
| Auteurs : | Moussa Kheddache ; Yannick L'Horty ; Ngoc-Thao Noet |
| Type de document : | document électronique |
| Editeur : | Marne-la-Vallée : Théorie et Evaluation des Politiques Publiques (TEPP), 2026 |
| Collection : | Working Papers, num. 2026-10 |
| Format : | 28 p |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ POLITIQUE DE L'EDUCATION ; RENDEMENT DE L'EDUCATION ; POLITIQUE SOCIALE ; COLLEGE ; ZEP - ZONE D'EDUCATION PRIORITAIRE ; POLITIQUE DE LA VILLE ; APPROCHE LOCALE ; FRANCEOrganisme Cité Cité éducative |
| Résumé : | This paper examines whether coordination-based place policies improve educa- tional outcomes in deprived areas. We evaluate the Cités éducatives program, intro- duced in France in 2019 to enhance coordination between educational and social actors in disadvantaged neighborhoods. Using administrative data at the middle-school level and exploiting the program’s staggered rollout, we estimate its causal effects with a staggered difference-in-differences design. We find no evidence of average effects on student performance or on post-grade- nine tracking decisions. However, the program generates heterogeneous effects: out- comes improve for lower-performing students, while effects are null or slightly negative for higher-performing students. These patterns are robust across specifications. Over- all, effect sizes are small, suggesting that coordination-based interventions with limited additional resources have a weak impact on average outcomes. This paper contributes to the literature on place-based policies by highlighting the limited aggregate effects of coordination-focused interventions. |
| Document Céreq : | Non |
| En ligne : | https://www.tepp.eu/images/pdf/working-paper-2026/citeseducativesprogram.pdf |
Documents numériques (1)
citeseducativesprogram.pdf Adobe Acrobat PDF |
