Orientations et ségrégations nouvelles dans l’enseignement secondaire

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Abstract
Since 1985, in France, high school student’s shift to the upper form has occurred less because of educational achievements. The social demand for longer schooling has in fact been the dominant criterion. The article describes these changes and their different consequences according to the social structures of the population served by different high schools. It analyses why less selective policies have often led to an increase of educational difficulties. It shows how students who could afford it have moved to better located schools, allowing them to concentrate on privileged groups.

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