Making the right move: how families are using transfers to adapt to socio-spatial differentiation of schools in the greater Paris region
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(80) 4j5u^r'm4Q%_"_ ^`_f_r [BOX 1] Rejecting the neighbourhood school: the escape from the carte scolaire in France One of the least know aspects of the French educational system (primary and secondary level) is the practice of assigning pupils to schools in specific districts according to where they live. This districting is defined by the carte scolaire, which is based on an administrative distribution of public schools implemented some 40 years ago to harmonise the country’s educational needs with the capacity of its schools. Little by little, however, this became a tool to manage increasing school enrolments due to an education policy of the 1960s that sought to prolong schooling. It also became an avowed means for ensuring maximum social heterogeneity within schools. The official purpose of the carte scolaire is to impede social segregation between the first cycle of the lycée, which recruits essentially from upper social categories, and the collège (general education), whose enrolment is more working class. In spite of affirmative action measures that were introduced in certain priority zones, disparities between schools have become increasingly evident since the 1980s. This was largely the result of the growing autonomy given to schools, the implementation of decentralisation measures, and the development of a true ‘’education market’’, in which family strategies for selecting schools are playing an ever greater role. School enrolment, as intended by the carte scolaire, has been circumvented by two types of practices: the selection of a private school, or of another public school outside the designated district, which requires official dispensation. Many families have thus transferred their children out of the public school of their district, either because they are dissatisfied with the administrative districting or because they cannot accept social heterogeneity in school. Taken together, these school transfers – or évitement scolaire, as the practice is known in France – represent an effort on the part of families to avoid sending their children to the public schools assigned to them by reason of where they live. Besides increasing social inequity between segregated schools, these practices can lead to a biased evaluation of a school’s achievement levels and examination results, since students who were initially educated in one school system may receive their diploma in another: a wellknown example is the transfer of pupils from the banlieue (suburbs) to Paris intra-muros..
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