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Assuming that free school choice is one of the parameters contributing to segregation in the Belgian educational system, the government implemented decrees to alter school enrolment policies in order to regulate school choice. In this study, two statistical approaches (a ‘Lorenz’ index and a multilevel one) have been used to measure the evolution of segregation from 2006 to 2015 exploiting two databases (administrative student count and the Programme for International Student Assessment). The results do not provide any support to the claim that there has been a reduction in school segregation, and they stress that the decrees are inefficient concerning this objective., SCOPUS: ar.j, DecretOANoAutActif, info:eu-repo/semantics/published

Assuming that free school choice is one of the parameters contributing to segregation in the Belgian educational system, the government implemented decrees to alter school enrolment policies in order to regulate school choice. In this study, two statistical approaches (a ‘Lorenz'index and a multilevel one) have been used to measure the evolution of segregation from 2006 to 2015 exploiting two databases (administrative student count and the Programme for International Student Assessment). The results do not provide any support to the claim that there has been areduction in school segregation, and they stress that the decrees are inefficient concerning this objective, info:eu-repo/semantics/published

The effect of composition may be strong in systems where students are systematically sorted based on their socio-economic background. This paper aims to model the differential effect of class composition on pupils’ achievement in Belgium (French-speaking Community), France, Spain and Portugal. Multilevel models are consequently tested on the Progress in International Reading Literacy Study 2011 data (20,830 pupils in 1139 classes). Our results suggest that socio-economic composition does not have an equivalent effect on pupil achievement in the four countries included in our analysis: its effect is strong in the French-speaking Community of Belgium and France but smaller in Spain and Portugal., SCOPUS: ar.j, info:eu-repo/semantics/published

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This paper investigates the links between the existence of a neighbourhood effect and school choice. The case study is Brussels. It offers the opportunity to analyse a segregated urban context with a school system organized as a quasi-market based on the freedom of school choice. Crossclassified multilevel analyses have been used on 36 427 students in 117 neighbourhoods and 131 schools from the Wallonia-Brussels Federation's Student count. Our results challenge the idea of local embeddedness in deprived areas. This should be understood in the light of the structural characteristics of the school system (the importance of delays and of early orientations in alternative tracks) but also of the spatial patterns of the school offer in Brussels, which varies according to one's geographical place in the school system., SCOPUS: re.j, info:eu-repo/semantics/published

A form processing application (such as HP TeleForm) allows transforming scanned forms in an electronic format. The aim of the contribution is to present the whole development of such a solution in a practical project where the team had no previous knowledge on this matter. We discuss the advantages and the limits of the approach, the changes in the way the questionnaire is designed and the data collected. Its costs are also addressed (licenses, hardware, workforce). Moreover, we present the duration of each step of the encoding phase. Finally, the quality of the process is assessed and discussed., info:eu-repo/semantics/published

This article aims to assess whether differences in teacher characteristics vary with differences in socioeconomic compositions of schools. We conducted correlation analyses on administrative data from the French-speaking education system in Belgium. This database regroups more than 20,000 teachers in 1,630 elementary schools. We selected indicators to measure the link between schools’ socioeconomic composition and a set of dimensions of teachers’ profile such as experience, job security, and stability. The results confirm that some of these dimensions are linked to the school composition. The findings highlight the relevance of considering segmentation of the school market when studying the topic., SCOPUS: ar.j, info:eu-repo/semantics/published

Both the Dutch-and French-speakingBelgian educational systemsarecharacterized by a high level of segregation, placing a strong emphasis on academic, socioeconomic, and ethnic make-up of theirstudent population.In this context, school composition is expected to have an effect,howeverthe choice of measurementis notstraightforward. Multilevel analysis was conducted on a Dutch-speaking subsample of 4,618students in 156schools using PISA 2012datainorder to explore different modellingoptionsof multiple compositions. Factorisation is then explored, in combinationwith multilevel modelling, to see whether it provides an adequate strategy to deal withthelimitations of multiple compositionsvariables. In addition, a French-speaking subsample of 2,759 students in 95 schools was used to test measurement invariance,check whether the construct has the same meaning in both groups,and assess whether it can be used in multilevel models. Modelling multiple measures of compositional effect: does factorisation simplify the picture in Belgium? Available from: https://www.researchgate.net/publication/309742570_Modelling_multiple_measures_of_compositional_effect_does_factorisation_simplify_the_picture_in_Belgium [accessed Nov 8, 2016]., info:eu-repo/semantics/published

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Cette thèse qui regroupe six articles fait partie d’un projet ERC dont elle constitue une étape exploratoire par l’expérimentation des techniques statistiques (dont l’analyse multiniveau) qu’elle permet et la délimitation des possibilités offertes par les données existantes (PISA, PIRLS et des fichiers administratifs comme le comptage des élèves et la paie des enseignants).Des structures ségrégatives caractérisent profondément le système éducatif de la Fédération Wallonie-Bruxelles (FWB) :l’organisation de l’enseignement en quasi-marché et selon des stratifications verticales et horizontales (notamment le recours massif à l’orientation et au redoublement) concourt au regroupement d’élèves similaires dans des écoles homogènes très différentes les unes des autres. La comparaison des systèmes éducatifs a permis d’observer une association entre le niveau de ségrégation et l’équité de ces systèmes. Afin de lier la ségrégation à ses conséquences sur les performances individuelles, l’effet de composition apparait comme un concept clé. Cet effet statistique réfère à l’impact de l’agrégation des caractéristiques individuelles une fois ces caractéristiques modélisées au niveau individuel. En d’autres termes, il permet de mesurer l’effet propre du mode de regroupement des élèves. Cet effet combine en fait une multitude d’effets ayant trait à des effets de pairs, à des pratiques et attitudes du corps enseignant ainsi qu’à la qualité de l’organisation de l’établissement scolaire.Les structures ségrégatives restent une entrée pertinente pour approcher la ségrégation. Premièrement, un recrutement différentiel a été observé de manière répétée. Les analyses ont montré que concernant le niveau scolaire des élèves, les différences importantes entre écoles sont principalement imputables à un recrutement différentiel, sur base non seulement des caractéristiques socioéconomiques, mais surtout de la position occupée par l’élève dans la hiérarchie scolaire. Secondement, le redoublement et, Doctorat en Sciences politiques et sociales, info:eu-repo/semantics/nonPublished

The aim of this article is to assess whether deprived schools receive equivalent resources in terms of teachers. We conducted correlation analyses on the administrative data containing teachers’ payments in the French-speaking education system (Belgium). This database regroups more than 20 000 teachers in 1630 elementary schools. We selected indicators to measure the link between schools’ socioeconomic composition and a set of dimensions of the teacher team profile such as experience, job security and stability. The results confirm that some of these dimensions are linked to the population provided for schooling, although this link is low to moderate., info:eu-repo/semantics/published

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The Belgian educational field includes separate educational systems reflecting the division of the country into linguistic communities. Even if the French-speaking and the Dutch-speaking communities keep sharing important similarities in terms of funding rules and structures, they present a huge gap between their respective pupils’ achievement. The Belgian educational systems are then characterized by high levels of segregation; this paper aims to model the potential differential effect of school composition on pupils’ achievement. Multilevel models are consequently tested on the Programme for International Student Assessment 2009 data (7184 respondents in 236 schools). Our results suggest that the position of pupils in the educational system still has a deep influence in a system that functions as a quasi-market and where grade repetition and tracking are widely used. Our analysis also confirms that academic and socio-economic compositions have an extra negative effect on pupils’ achievement., SCOPUS: ar.j, info:eu-repo/semantics/published

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L’analyse des résultats aux tests « PISA » a abouti aux conclusions que non seulement les élèves issus de milieux défavorisés réussissaient moins bien que les autres, mais qu’ils réussissaient d’autant moins bien qu’ils étaient scolarisés dans des établissements où l’origine socio-économique moyenne des élèves est moins favorisée. Pour établir ce genre de résultat, les chercheurs ont recours à des modèles statistiques dits « multiniveaux »., info:eu-repo/semantics/published

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