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Priority education, collège by collège
Whether the extra teachers and smaller classes of priority education raise collèges' results.
Priority education gives schools in poor areas more teachers, smaller classes and bonuses: in 2022. The 2015 redrawing of the map moved collèges in and out of it, and this page compares each with matched collèges that did not move. Those that left lost the resources, and by 2019 their brevet pass rate had changed by , with an interval that includes zero: the data cannot tell a loss from none. The comparison for the collèges that entered fails its placebo test, so it says little.
Evidence
Priority education gives schools in poor areas more teachers, smaller classes and bonuses: in 2022. In 2015 the map was redrawn: 202 collèges entered the new REP and REP+ networks, 189 left. Each is compared with matched collèges of the same académie, the same urban or rural setting and the same priority-neighbourhood status, with the same brevet pass rates over 2007-2015 and the same number of candidates.
- Entry. Collèges joining REP or REP+, against collèges outside priority education in 2014 and 2015.
- Placebo. The same comparison with a fake start in 2012.
- Exit. Collèges leaving the former network, against those that stayed in it as REP: what is lost when the resources stop.
Show the data as a table
| Outcome | Design | Year | Estimate | 95% range |
|---|---|---|---|---|
| Brevet pass rate | Entry: collèges joining REP or REP+ in 2015 | 2019 | -1.0% | -3.5% to +1.5% |
| Brevet pass rate | Placebo: the same collèges, fake start in 2012 | 2015 | -3.0% | -5.2% to -0.8% |
| Brevet pass rate | Exit: collèges leaving the network in 2015 | 2019 | -1.5% | -5.5% to +2.6% |
| Number of pupils | Entry: collèges joining REP or REP+ in 2015 | 2025 | +3.8% | -0.5% to +8.1% |
| Number of pupils | Placebo: the same collèges, fake start in 2012 | 2015 | -3.4% | -6.4% to -0.3% |
| Number of pupils | Exit: collèges leaving the network in 2015 | 2025 | -4.2% | -10.4% to +2.0% |
The placebo fails: before 2015, the collèges that would enter were already falling behind their matches, by of brevet pass rate in three years. These collèges were already declining when the 2015 map was drawn, so the entry design cannot separate the label from that decline, and its by 2019 says little. The 2015 map cannot be studied as a regression discontinuity either: the ministry shared the networks out among académies with a DEPP social index, then each rector chose the collèges after local consultation, so that networks entered and left where the index alone called for each way; the index was never published collège by collège, so this site compares the collèges that entered or left with matched collèges, and a design built on that index would need the DEPP's restricted data. Pupil numbers in entering collèges changed by by 2025, and the entry design's failed placebo applies here too. The collèges that left lost resources and their pass rate moved by , with a 95% interval wide enough to hold a loss of five points and a gain of two: the data cannot tell a loss from none. The Cour des comptes found no statistically significant average effect of the 2015 map on brevet results in 2018, with its own comparison.
The brevet is a coarse measure of what priority education targets: the class splitting in the first two years of primary school, evaluated separately by the ministry, narrowed the gap in first-year pupils' tests, and pupils' social index is published only from 2016. Pass rates are compared to 2019, before the Covid sessions and a change of series. Intervals are 95% confidence intervals with standard errors clustered by collège. The code is analysis/schools.ml and the results are in results.csv.
Its own aims
Measured against what it was meant to do
Each aim as the scheme's own texts state it, quoted, then every outcome this site measured against it, with the same design as above: the matched comparison, or the synthetic control. Positive, negative and null results are listed alike. Where no open dataset covers an aim, the dataset it would need is named, with why it is not open. Before them, the article of law that founds the scheme, quoted from Légifrance or the parliamentary record with the dates its wording was in force; after them, the indicators the State set for the programme, as the State reports them, with their source: this site shows them but has not checked them.
In the law, or the nearest official text
Each aim as the founding text states it, with the article and the dates that wording was in force. Where an article states no aim, a line says so, and the aim is quoted from the nearest official text that states one: the bill's explanatory memorandum or impact study, a government instruction, or the programme's performance report.
Allocate school resources according to economic, territorial and social differences
« La répartition des moyens du service public de l'éducation tient compte des différences de situation, notamment en matière économique, territoriale et sociale. »Code de l'éducation, art. L111-1, sixième alinéa, second sentence, in force since 26/08/2021 (LEGIARTI000043982767); sentence present since the code's first version of 22/06/2000 with « en matière économique et sociale », « territoriale » added by loi n° 2019-791 du 26 juillet 2019, art. 2 (in force 29/07/2019)
No law creates REP or REP+; the statutory principle they apply is this one. The networks and their aims are regulatory (circulaire n° 2014-077).
More staff per pupil in schools in socially disadvantaged areas
« Elle a pour but de renforcer l'encadrement des élèves dans les écoles et établissements d'enseignement situés dans des zones d'environnement social défavorisé et des zones d'habitat dispersé, et de permettre de façon générale aux élèves en difficulté, quelle qu'en soit l'origine, en particulier de santé, de bénéficier d'actions de soutien individualisé. »Code de l'éducation, art. L111-1, sixième alinéa, third sentence, in force since 26/08/2021 (LEGIARTI000043982767); wording unchanged since the first version of 22/06/2000
The only statutory sentence that states the purpose of extra resources for disadvantaged areas.
Reduce social and territorial inequalities in school results
« Il contribue à l'égalité des chances et à lutter contre les inégalités sociales et territoriales en matière de réussite scolaire et éducative. »Code de l'éducation, art. L111-1, premier alinéa, third sentence, in force since 26/08/2021 (LEGIARTI000043982767); clause « et à lutter contre les inégalités sociales et territoriales en matière de réussite scolaire et éducative » added by loi n° 2013-595 du 8 juillet 2013, art. 2 (in force 10/07/2013)
General aim of the public education service, not specific to priority education.
Social mix within schools
« Il veille également à la mixité sociale des publics scolarisés au sein des établissements d'enseignement. »Code de l'éducation, art. L111-1, premier alinéa, sixth sentence, in force since 26/08/2021 (LEGIARTI000043982767); sentence added by loi n° 2013-595 du 8 juillet 2013, art. 2 (in force 10/07/2013)
General aim of the public education service, not specific to priority education.
Reduce school inequalities tied to social origin
« Sa refondation poursuit une ambition : la rendre plus juste et plus efficace avec l'objectif clair et mesurable de lutter contre les inégalités scolaires liées aux origines sociales pour la réussite scolaire de tous. »Circulaire n° 2014-077 du 4 juin 2014, « Refondation de l'éducation prioritaire » (NOR MENE1412775C), BO n° 23 du 5 juin 2014, préambule, circulaire of 4 June 2014; networks from the rentrée 2015
Regulatory, not legislative: no statute sets REP/REP+ aims. The measurable target that follows (gaps under 10 %) is quoted among the programme's texts.
In the programme's texts
Close the gap in results to under 10%
« Cet objectif doit se traduire très concrètement par une réduction à moins de 10 % des écarts entre les élèves scolarisés en éducation prioritaire et ceux scolarisés hors éducation prioritaire dans la maîtrise des compétences de base en français et en mathématiques sans que les résultats globaux ne baissent. »Ministère de l'Éducation nationale, Circulaire n° 2014-077 du 4 juin 2014, « Refondation de l'éducation prioritaire », BO n° 23 du 5 juin 2014, préambule (copie : data/literature/aims/circulaire-2014-077.txt), 5 juin 2014
- Brevet pass rate: (95% interval -5.5 to +2.6).
- Brevet pass rate: (95% interval -3.5 to +1.5).
Social mix, which the circular says has receded
« Le creusement des inégalités sociales et la concentration de populations en grande difficulté sur certains territoires ont été tels depuis plus de dix ans que la mixité sociale a reculé, voire disparu dans beaucoup d'écoles et d'établissements. »Ministère de l'Éducation nationale, Circulaire n° 2014-077 du 4 juin 2014, « Refondation de l'éducation prioritaire », BO n° 23 du 5 juin 2014, préambule (copie : data/literature/aims/circulaire-2014-077.txt), 5 juin 2014
- Social position index of pupils' families: (95% interval -1.0 to +3.7).
- Social position index of pupils' families: (95% interval -1.0 to +2.0).
- Number of pupils: (95% interval -10.4 to +2.0).
- Number of pupils: (95% interval -0.5 to +8.1).
Make posts in priority education more attractive to staff
« La reconnaissance sur le plan financier des fonctions exercées en éducation prioritaire et la recherche d'une meilleure attractivité »Ministère de l'Éducation nationale, Circulaire n° 2014-077 du 4 juin 2014, « Refondation de l'éducation prioritaire », Section 3 (copie : data/literature/aims/circulaire-2014-077.txt), 5 juin 2014
Not covered: Teacher turnover by collège: the assignment records of teachers (the ministry's personnel files, by establishment) are not published; the ministry's open staff statistics stop at the académie.
The State's own indicators
The indicators the State reports for the programme, with the latest value and the target as it prints them, the report and page they come from, and the open data that could measure each at this site's unit.
| Indicator | Latest value | Target | This site's measure | Source | Open data that could measure it |
|---|---|---|---|---|---|
| P141-1-3, programme 141Écart de taux de réussite au diplôme national du brevet (DNB) entre éducation prioritaire (EP) et hors EP : écart entre REP+ et hors EP | -12,12025 | -92025 | points2025 | RAP 2025 (PLRG 2025), data.economie.gouv.frRAP 2025 dataset, programme 141, indicator P141-1-3, sous-indicateur « écart entre REP+ et hors EP »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): -8,5 | data.education.gouv.fr fr-en-dnb-par-etablissement (sessions 2006-2021) and fr-en-indicateurs-valeur-ajoutee-colleges (2022-2025), with the EP label of fr-en-college-effectifs-niveau-sexe-lv: pass rate by collège, already read by this site. |
| P141-1-3, programme 141Écart de taux de réussite au diplôme national du brevet (DNB) entre éducation prioritaire (EP) et hors EP : écart entre REP et hors EP | -9,12025 | -62025 | points2025 | RAP 2025 (PLRG 2025), data.economie.gouv.frRAP 2025 dataset, programme 141, indicator P141-1-3, sous-indicateur « écart entre REP et hors EP »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): -5 | data.education.gouv.fr fr-en-dnb-par-etablissement (sessions 2006-2021) and fr-en-indicateurs-valeur-ajoutee-colleges (2022-2025), with the EP label of fr-en-college-effectifs-niveau-sexe-lv: pass rate by collège, already read by this site. |
| P141-1-5, programme 141Proportion d'élèves entrant en 3ème avec au moins un an de retard : Total REP+ | 13,12025 | 122025 | not measured | RAP 2025 (PLRG 2025), data.economie.gouv.frRAP 2025 dataset, programme 141, indicator P141-1-5, sous-indicateur « Total REP+ »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): 11,5 | No open data measures it: pupils' age or grade repetition is not published by collège. |
| P141-1-5, programme 141Proportion d'élèves entrant en 3ème avec au moins un an de retard : Total REP | 9,52025 | 82025 | not measured | RAP 2025 (PLRG 2025), data.economie.gouv.frRAP 2025 dataset, programme 141, indicator P141-1-5, sous-indicateur « Total REP »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): 7,5 | No open data measures it: pupils' age or grade repetition is not published by collège. |
| P141-1-5, programme 141Proportion d'élèves entrant en 3ème avec au moins un an de retard : Total hors REP+/REP | 6,92025 | 52025 | not measured | RAP 2025 (PLRG 2025), data.economie.gouv.frRAP 2025 dataset, programme 141, indicator P141-1-5, sous-indicateur « Total hors REP+/REP »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): 4,5 | No open data measures it: pupils' age or grade repetition is not published by collège. |
| P141-3-2, programme 141Écart de taux d'encadrement au collège entre éducation prioritaire (EP) et hors EP et proportion des enseignants avec 5 ans d'ancienneté et plus en EP : écart entre REP+ et hors REP+/REP | -3,82025 | -42025 | pupils per teaching group (E/S)2025 | RAP 2025 (PLRG 2025), data.economie.gouv.frRAP 2025 dataset, programme 141, indicator P141-3-2, sous-indicateur « écart entre REP+ et hors REP+/REP »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): -4 | data.education.gouv.fr fr-en-colleges-ep (divisions, 2011-2019) and fr-en-moyens_enseignants_2d_public (pupils per teaching group, 2023-2025), by collège, already read by this site. |
| P141-3-2, programme 141Écart de taux d'encadrement au collège entre éducation prioritaire (EP) et hors EP et proportion des enseignants avec 5 ans d'ancienneté et plus en EP : écart entre REP et hors REP+/REP | -2,92025 | -32025 | pupils per teaching group (E/S)2025 | RAP 2025 (PLRG 2025), data.economie.gouv.frRAP 2025 dataset, programme 141, indicator P141-3-2, sous-indicateur « écart entre REP et hors REP+/REP »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): -3 | data.education.gouv.fr fr-en-colleges-ep (divisions, 2011-2019) and fr-en-moyens_enseignants_2d_public (pupils per teaching group, 2023-2025), by collège, already read by this site. |
| P141-3-2, programme 141Écart de taux d'encadrement au collège entre éducation prioritaire (EP) et hors EP et proportion des enseignants avec 5 ans d'ancienneté et plus en EP : Proportion d'enseignants avec 5 ans et plus d'ancienneté dans un collège en éducation prioritaire | 552024 | 572025 | not measured | RAP 2025 (PLRG 2025), data.economie.gouv.fr; no 2025 value reported (donnée non renseignée)RAP 2025 dataset, programme 141, indicator P141-3-2, sous-indicateur « Proportion d'enseignants avec 5 ans et plus d'ancienneté dans un collège en éducation prioritaire »; exec 2024: 55, exec 2025: none; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): 58 | No open data measures it: teachers' assignments by establishment are not published; the ministry's open staff statistics stop at the académie. |
| P140-1-3, programme 140Proportion d'élèves entrant en sixième avec au moins un an de retard : Retard à l'entrée en 6ème - en REP+ | 10,42025 | 82025 | not measured | RAP 2025 (PLRG 2025), data.economie.gouv.frRAP 2025 dataset, programme 140, indicator P140-1-3, sous-indicateur « Retard à l'entrée en 6ème - en REP+ »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): 7,5 | No open data measures it: pupils' age or grade repetition is not published by école or collège. |
| P140-1-3, programme 140Proportion d'élèves entrant en sixième avec au moins un an de retard : Retard à l’entrée en 6ème - en REP | 8,42025 | 72025 | not measured | RAP 2025 (PLRG 2025), data.economie.gouv.frRAP 2025 dataset, programme 140, indicator P140-1-3, sous-indicateur « Retard à l’entrée en 6ème - en REP »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): 6,5 | No open data measures it: pupils' age or grade repetition is not published by école or collège. |
| MVA-4-1, Mission Cohésion des territoires (programme 147)Évolution des chances de réussite scolaire des élèves scolarisés dans un quartier prioritaire de la politique de la ville (QPV) : Taux de réussite au brevet des collèges des élèves scolarisés en collège REP+ dans un QPV (a) | 72,62025 | 852025 | % of candidates passing2024 | RAP 2025 (PLRG 2025), data.economie.gouv.fr, indicateur de missionRAP 2025 dataset, mission record MVA-4-1, sous-indicateur « Taux de réussite au brevet des collèges des élèves scolarisés en collège REP+ dans un QPV (a) »; objectif MVA-4 « Améliorer l'encadrement éducatif et les chances de réussite scolaire des élèves les plus en difficulté »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): 85 | data.education.gouv.fr DNB results by collège (fr-en-dnb-par-etablissement, then IVAC) with the REP+ label and the QPV flag of fr-en-colleges-ep and fr-en-etablissements-ep, already read by this site. |
| MVA-4-1, Mission Cohésion des territoires (programme 147)Évolution des chances de réussite scolaire des élèves scolarisés dans un quartier prioritaire de la politique de la ville (QPV) : écart (a)-(b) | -13,22025 | -52025 | points2024 | RAP 2025 (PLRG 2025), data.economie.gouv.fr, indicateur de missionRAP 2025 dataset, mission record MVA-4-1, sous-indicateur « écart (a)-(b) »; cible 2026 (PAP 2026, carried in the RAP 2025 dataset): -5 | As above: pass rates by collège, REP+ in a QPV against collèges outside QPV. |
Measured the same way from 2016 to 2024, the REP+ gap ranged from in 2024 to in 2020, and the REP gap from in 2024 to in 2020, so the 2025 gaps are within the range of the earlier years.
The census outcomes compare 2021 with 2015, so they serve only designs that start in 2015-2017, and no placebo can be run on them; land taken comes from CEREMA's land-registry series, 2011-2024. The aims and their sources are in aims.csv, the texts of law in law.csv, the State's indicators in indicators.csv, and this site's measures of them in measured.csv and, year by year, measured_series.csv.