This paper summarises the main findings of a literature review carried out by the authors for the School Evaluation Council. It describes, on the one hand, the mechanisms that promote social segregation in schools and the measures that can be taken to limit its extent, particularly in secondary education. Furthermore, it presents the main findings of economic research that has examined the effects of social diversity in schools on a range of outcomes, including academic achievement, the development of socio-emotional skills and pupils’ (professional/vocational) integration into employment.
Social segregation in schools: understanding its causes and identifying its effects
This paper analyses the factors underlying school segregation, particularly at secondary level, as well as possible ways of reducing it. It also describes the impacts of social diversity in schools.
Reference IPP Policy Brief No. 97
Presentation
Key Results
- Social segregation within the education system leads to inequalities in the profile of the classmates with whom pupils interact, as well as in the educational resources available to them, particularly in terms of the range of educational provision and the profile of teachers.
- There is no systematic link between levels of residential and school segregation. Families’ preferences and the institutional context (notably the arrangements for allocating pupils to schools) play a major role in either mitigating or, conversely, reinforcing the impact of residential segregation.
- On average, the social diversity of classmates has moderate but varied effects on academic achievement, primarily mediated by their academic level. The educational trajectories of pupils with the lowest academic achievement and those who are most socially disadvantaged tend to improve when they are surrounded by classmates of more diverse academic ability. For higher-achieving pupils, the effects associated with the academic ability of their classmates vary depending on the context.
- Recent research shows that the effects of social diversity amongst classmates extend beyond academic performance alone: it promotes the development of pupils’ socio-emotional skills, reduces the prevalence of racial and social stereotypes, and, for socially disadvantaged pupils, improves their prospects for (professional/vocational) integration into employment.
Partners
This paper also received support from the Chair in Education Policy and Social Mobility. Established in 2021 as part of a partnership between the Ardian Foundation, the Directorate for Evaluation, Forecasting and Performance at the Ministry of National Education and Youth (MENJ-DEPP) and PSE-Paris School of Economics, this chair aims to promote high-level research and the dissemination of knowledge on education policy and social mobility.