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Il a longtemps été considéré que l’échelle nationale était la seule compatible avec les objectifs d’égalité du système éducatif en France. Cette « indifférence » de l’école envers ses territoires est remise en cause depuis quarante ans. Les recherches sociologiques ont d’une part montré que l’uniformité nationale formelle pouvait s’accommoder de larges inégalités réelles de traitement des élèves. La décentralisation et les politiques d’éducation prioritaire initiées dans les années 1980 ont d’autre part amendé le pilotage strictement national de l’éducation. Ce débat est toujours d’actualité, comme le montrent par exemple le lancement de « cités éducatives » dans l’enseignement scolaire ou la différenciation des métropoles universitaires par les « politiques d’excellence ». Faut-il approfondir la diversité territoriale ou maintenir en priorité le cadre national ? Les tensions sont toujours présentes dès qu’il s’agit d’imaginer des décisions éducatives qui prennent leur source autant au niveau local qu’au niveau national. Afin de dresser un bilan des savoirs sur ces questions, ce huitième opus des Entretiens Ferdinand Buisson rassemble des chercheurs spécialistes de la relation entre l’éducation et ses territoires, de l’école rurale à l’université, ainsi que des responsables éducatifs, au niveau national et local, qui se sont particulièrement investis dans la dimension territoriale de l’éducation. It has long been held that only management at national level is compatible with the equality objectives of the education system in France. This “detachment” of schools from their territories has been called into question over the past forty years. Sociological research has shown, on the one hand, that national uniformity can handle considerable inequalities in the way students are treated. Decentralisation and the priority education policies introduced in the 1980s have, on the other hand, modified the strictly national management of education. This debate is still…

Education --- Planification --- Décentralisation --- France --- territoire --- inégalités éducatives --- autorités éducatives locales --- décentralisation --- politique éducative --- territoriality --- educational inequality --- local education authorities --- decentralisation --- education policy --- Éducation

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In 2009, the Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among 108 public primary schools with the lowest test scores in the national student assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two alternative strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. When students, teachers, and parents in a school know that their scores are low, and this triggers a process of self-evaluation and analysis, the process itself may lead to an improvement in learning outcomes. Information on quality, without punitive measures but within a supportive and collaborative environment, appears to be sufficient to improve learning outcomes.

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