{"id":581,"date":"2016-05-30T08:30:41","date_gmt":"2016-05-30T12:30:41","guid":{"rendered":"http:\/\/nonsolumdata.com\/?p=581"},"modified":"2018-06-06T20:08:15","modified_gmt":"2018-06-07T00:08:15","slug":"handicap-scolaire-quels-changements-entre-2006-et-2012","status":"publish","type":"post","link":"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/","title":{"rendered":"Handicap scolaire : quels changements entre 2006 et 2012?"},"content":{"rendered":"<h3>En r\u00e9sum\u00e9<\/h3>\n<p><span id=\"result_box\" lang=\"fr\">En utilisant la m\u00e9trique propos\u00e9e dans <a href=\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/jusqua-quelle-profondeur-les-pays-laissent-ils-couler-leurs-enfants\/\" target=\"_blank\" rel=\"noopener\">mon dernier article<\/a>, cet article pr\u00e9sente les changements du \u00ab handicap scolaire\u00a0\u00bb dans tous les pays, avec la moyenne des trois mati\u00e8res de PISA entre 2006 et 2012. L&#8217;exp\u00e9rience des pays varie consid\u00e9rablement, au point qu&#8217;il ne peut \u00eatre <\/span><span id=\"result_box\" lang=\"fr\">propos\u00e9 <\/span><span id=\"result_box\" lang=\"fr\">de mod\u00e8le fond\u00e9 sur les performances pass\u00e9es. Il y a des gagnants (Japon, Pologne, Italie) et des perdants (Finlande, Nouvelle-Z\u00e9lande, Su\u00e8de) au titre du handicap scolaire parmi les pays les plus performants, comme il y a aussi des gagnants (Br\u00e9sil, Colombie, Turquie) et des perdants (R\u00e9publique slovaque, Islande) parmi les pays les moins performants. Cependant, dans l&#8217;ensemble, l&#8217;\u00e9tendue du handicap scolaire entre les pays a \u00e9t\u00e9 sensiblement r\u00e9duite \u2013 de 54 \u00e0 240 en 2006, de 73 \u00e0 206 en 2012 \u2013 ce qui est un r\u00e9sultat global positif.<\/span><\/p>\n<p><!--more--><\/p>\n<h2>Handicap scolaire : quels changements entre 2006 et 2012 ?<\/h2>\n<p><span id=\"result_box\" lang=\"fr\">Dans <a href=\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/jusqua-quelle-profondeur-les-pays-laissent-ils-couler-leurs-enfants\/\" target=\"_blank\" rel=\"noopener\">mon dernier post<\/a>, j&#8217;ai propos\u00e9 une mesure appropri\u00e9e pour mesurer le <em>handicap scolaire <\/em>entre le groupe le plus \u00e0 risque sur le plan scolaire (les \u00e9l\u00e8ves de 15 ans dans le 10e percentile au bas de la distribution des scores PISA, en combinant les trois mati\u00e8res ensemble) et la norme de l&#8217;OCDE qui repr\u00e9sente une performance moyenne dans l&#8217;ensemble de ses pays membres, l&#8217;indice de r\u00e9f\u00e9rence de 500 points. L&#8217;utilisation de cette m\u00e9trique, au-del\u00e0 de la comparaison entre les pays pour une ann\u00e9e donn\u00e9e, sert encore \u00e0 approfondir sa validation. Dans ce post, j&#8217;analyse les changements dans la performance du groupe le plus <\/span><span id=\"result_box\" lang=\"fr\">d\u00e9favoris\u00e9 <\/span><span id=\"result_box\" lang=\"fr\">acad\u00e9miquement sur la plus longue p\u00e9riode de temps permise par les donn\u00e9es du PISA en ce moment. Le handicap scolaire a-t-il \u00e9t\u00e9 r\u00e9duit de mani\u00e8re significative dans la plupart des pays ?<\/span><\/p>\n<h3><span id=\"result_box\" lang=\"fr\">Handicap scolaire : Mesurer les progr\u00e8s au fil du temps<\/span><\/h3>\n<p><span id=\"result_box\" lang=\"fr\"><span title=\"PISA tests have started in 2000. Since the beginning, it has covered three main academic subjects, ie reading literacy, mathematics literacy and science literacy, each subject being alternatively the core subject (with deep content), the other two being then secondary ones (\">Les \u00e9valuations PISA ont commenc\u00e9 en 2000. Depuis le d\u00e9but, elles ont couvert trois principales mati\u00e8res acad\u00e9miques, la lecture, les math\u00e9matiques et les sciences\u00a0\u2013 chaque mati\u00e8re \u00e9tant successivement la mati\u00e8re de base (avec un contenu approfondi), les deux autres \u00e9tant alors secondaires (<\/span><span title=\"with somewhat lighter content).\">avec un contenu un peu plus l\u00e9ger). <\/span><span title=\"In order to establish its standard average of 500 score points on the soundest basis possible, the OECD made it for each subject when the given subject was the core one.\">Afin d&#8217;\u00e9tablir sa norme moyenne de 500 points sur la base la plus solide possible, l&#8217;OCDE l&#8217;a \u00e9tablie pour chaque mati\u00e8re lorsque celle-ci \u00e9tait la mati\u00e8re de base. <\/span><span title=\"This resulted in the 500 benchmark being established for reading in 2000, for mathematics in 2003 and for science in 2006. After each of these dates, even the scores based on lighter content could be scaled against the set benchmark (but it was not recommended to\">Cela a fait que la <\/span><\/span><span id=\"result_box\" lang=\"fr\"><span title=\"This resulted in the 500 benchmark being established for reading in 2000, for mathematics in 2003 and for science in 2006. After each of these dates, even the scores based on lighter content could be scaled against the set benchmark (but it was not recommended to\">r\u00e9f\u00e9rence de <\/span><\/span><span id=\"result_box\" lang=\"fr\"><span title=\"This resulted in the 500 benchmark being established for reading in 2000, for mathematics in 2003 and for science in 2006. After each of these dates, even the scores based on lighter content could be scaled against the set benchmark (but it was not recommended to\">500 points a \u00e9t\u00e9 \u00e9tablie pour la lecture en 2000, pour les math\u00e9matiques en 2003 et pour les sciences en 2006. Apr\u00e8s chacune de ces dates, m\u00eame les scores bas\u00e9s sur le contenu plus l\u00e9ger ont \u00e9t\u00e9 \u00e9talonn\u00e9s en rapport avec la r\u00e9f\u00e9rence d\u00e9finie de 500 points (mais il est recommand\u00e9 de ne pas <\/span><span title=\"consider this similarly for the tests held before the benchmark was established).\">consid\u00e9rer les scores obtenus dans ces mati\u00e8res avant l&#8217;ann\u00e9e servant de r\u00e9f\u00e9rence pour des comparaisons dans le temps). <\/span><span title=\"As a consequence, and because we operationalized the &quot;academic gap&quot; with an average of the three subject scores, the longest period available at this time is between 2006 and 2012. (I will update this post when the next measure for 2015 is released,\">En cons\u00e9quence, et parce que nous avons op\u00e9rationnalis\u00e9 le handicap scolaire avec la moyenne des trois mati\u00e8res, la plus longue p\u00e9riode disponible en ce moment couvre les ann\u00e9es 2006 \u00e0 2012. Je mettrai ce post <\/span><\/span><span id=\"result_box\" lang=\"fr\"><span title=\"As a consequence, and because we operationalized the &quot;academic gap&quot; with an average of the three subject scores, the longest period available at this time is between 2006 and 2012. (I will update this post when the next measure for 2015 is released,\">\u00e0 jour <\/span><\/span><span id=\"result_box\" lang=\"fr\"><span title=\"As a consequence, and because we operationalized the &quot;academic gap&quot; with an average of the three subject scores, the longest period available at this time is between 2006 and 2012. (I will update this post when the next measure for 2015 is released,\">lorsque l&#8217;\u00e9valuation suivante pour 2015 sera diffus\u00e9e, ce qui est <\/span><span title=\"scheduled for early December 2016.)\">pr\u00e9vu pour le d\u00e9but d\u00e9cembre 2016.<\/span><\/span><\/p>\n<h3><span id=\"result_box\" lang=\"fr\">Le handicap scolaire a-t-il diminu\u00e9 entre 2006 et 2012 ?<\/span><\/h3>\n<p><span id=\"result_box\" lang=\"fr\"><span title=\"The academic gap may decrease, a sign of improvement in the academic situation of 15 year-olds, remain fairly stable, a sign of status quo, or increase, a sign that young people in a new generation of 15 year-olds sink somewhat deeper\">Le handicap scolaire peut diminuer, signe d&#8217;une am\u00e9lioration de la situation scolaire des jeunes de 15 ans les plus faibles, rester relativement stable, signe de statu quo, ou s&#8217;accro\u00eetre, signe que les jeunes d&#8217;une nouvelle g\u00e9n\u00e9ration de 15 ans s&#8217;enfoncent un peu plus profond\u00e9ment <\/span><span title=\"in academic troubles.\">dans les probl\u00e8mes scolaires. <\/span><span title=\"Results are shown in Table 1 column 3, for the 40 countries retained in the analysis in the last post.\">Les r\u00e9sultats sont pr\u00e9sent\u00e9s dans le tableau 1 colonne 3, pour les 40 pays retenus dans l&#8217;analyse du dernier post. <\/span><span title=\"When the change in the academic gap is positive, it means that the academic gap in effect decreases by the number of points shown, ie a decrease of the academic gap of 35 points in Brazil - in other words, the 15 year-olds at the\">Lorsque le changement du handicap scolaire est positif, cela signifie que celui-ci diminue du nombre de points indiqu\u00e9s, soit une diminution du handicap scolaire de 35 points au Br\u00e9sil \u2013 en d&#8217;autres termes, les 15 ans plac\u00e9s au <\/span><span title=\"10th percentile in 2012 show an academic gap reduced by 35 points compared to the one their 2006 peers experienced.\">10e percentile en 2012 pr\u00e9sentent un handicap scolaire r\u00e9duit de 35 points par rapport \u00e0 celui de leurs pairs en 2006. <\/span><span title=\"When the change in the academic gap is negative, it means that the academic gap increases by the number of points shown, ie an increase of 34 points in Finland - in other words, the 15 year-olds at the 10th percentile in 2012 were 34\">Lorsque le changement du handicap scolaire est n\u00e9gatif, cela signifie que celui-ci a augment\u00e9 du nombre de points affich\u00e9s, soit une augmentation de 34 points en Finlande \u2013 en d&#8217;autres termes, les 15 ans au 10e percentile en 2012 \u00e9taient de 34 points <\/span><span title=\"points further away from the 500 standard than their peers were in 2006. When change (either positive or negative) is less than 10 points, I consider it too small to be significant enough to draw any conclusion about improvement or deterioration of the situation - this\">plus \u00e9loign\u00e9s de la norme 500 que leurs pairs en 2006. Quand le changement (positif ou n\u00e9gatif) est inf\u00e9rieur \u00e0 10 points, je consid\u00e8re qu&#8217;il est trop petit pour permettre de tirer une conclusion sur l&#8217;am\u00e9lioration ou la d\u00e9t\u00e9rioration de la situation &#8211; ceci pour prendre en consid\u00e9ration le <\/span><span title=\"is in consideration of the statistical degree of precision that can be achieved with a sample survey like PISA (I recognize this is a non sophisticated way of setting a &quot;significance&quot; limit but I do not wish to get into statistical sophistication in a post like this\">degr\u00e9 de pr\u00e9cision <\/span><\/span><span id=\"result_box\" lang=\"fr\"><span title=\"is in consideration of the statistical degree of precision that can be achieved with a sample survey like PISA (I recognize this is a non sophisticated way of setting a &quot;significance&quot; limit but I do not wish to get into statistical sophistication in a post like this\">statistique <\/span><\/span><span id=\"result_box\" lang=\"fr\"><span title=\"is in consideration of the statistical degree of precision that can be achieved with a sample survey like PISA (I recognize this is a non sophisticated way of setting a &quot;significance&quot; limit but I do not wish to get into statistical sophistication in a post like this\">qui peut \u00eatre obtenu avec une enqu\u00eate par sondage comme PISA (je reconnais c&#8217;est une fa\u00e7on non sophistiqu\u00e9e de fixer une limite de \u00ab signification\u00a0\u00bb, mais je ne souhaite pas entrer dans la sophistication statistique dans un post comme celui-ci <\/span><span title=\").\">).<\/span><\/span><\/p>\n<h5 align=\"LEFT\">Tableau 1 &#8211; Changements du handicap scolaire et de la moyenne globale entre 2006 et 2012<\/h5>\n<p>[wpdatatable id=3 table_view=regular]<\/p>\n<p><em><span id=\"result_box\" lang=\"fr\">Note : Dans ce tableau, le Costa Rica et les \u00c9tats-Unis apparaissent sans donn\u00e9es dans les colonnes de changement de score parce que le Costa Rica a commenc\u00e9 \u00e0 participer au PISA en 2009 et que les \u00c9tats-Unis n&#8217;ont pas produit de scores en lecture en 2006, avec comme r\u00e9sultat que la moyenne des trois mati\u00e8res ne peut \u00eatre calcul\u00e9e pour 2006.<\/span><\/em><\/p>\n<ul>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"Between 2006 and 2012, the academic gap has decreased in 18 of the 38 countries for which we can measure such change with PISA.\">Entre 2006 et 2012, le handicap scolaire a diminu\u00e9 dans 18 des 38 pays pour lesquels nous pouvons mesurer ce changement avec PISA. <\/span><span title=\"It has increased in 6 countries and remained more or less stable in the other 14 countries (i.e. a change in academic gap between -9 and 9). \u00a0\u00a0\u00a0\u00a0\">Il a augment\u00e9 dans six pays et est rest\u00e9 plus ou moins stable dans les 14 autres pays (un changement du handicap scolaire entre -9 et 9).<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"In four countries (Brazil, Columbia, Turkey and Israel), the academic gap was reduced by 30 points or more.\">Dans quatre pays (le Br\u00e9sil, la Colombie, la Turquie et Isra\u00ebl), le handicap scolaire a \u00e9t\u00e9 r\u00e9duit de 30 points ou plus. <\/span><span title=\"Remember: 39 points represent gains attributable to about one more year of schooling (on average among OECD countries) and 70 points represent the difference between two consecutive levels of proficiency.\">Rappelez-vous : 39 points repr\u00e9sentent des gains attribuables \u00e0 environ une ann\u00e9e de scolarit\u00e9 (en moyenne entre les pays de l&#8217;OCDE) et 70 points repr\u00e9sentent la diff\u00e9rence entre deux niveaux cons\u00e9cutifs de comp\u00e9tence. <\/span><span title=\"The 30 to 35 points of improvement in these countries are rather significant accomplishments.\">Les 30 \u00e0 35 points d&#8217;am\u00e9lioration dans ces pays sont des r\u00e9alisations assez importantes. <\/span><span title=\"Yet, the road to greater equity is still the longest for them - Brazil and Colombia have the highest academic gaps in 2012, Israel is 37th of 40 countries and Turkey is 30th. \u00a0\u00a0\u00a0\u00a0\">Pourtant, la route vers une plus grande \u00e9quit\u00e9 est toujours la plus longue pour eux : le Br\u00e9sil et la Colombie ont les plus fortes lacunes scolaires en 2012, Isra\u00ebl est 37e des 40 pays et la Turquie est 30\u00e8me.<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"The next two countries (Japan and Poland) demonstrate high improvement of the situation of the most academically disadvantaged between 2006 and 2012 with a reduction of their academic gap by 28 and 27 points, respectively.\">Les deux pays suivant (le Japon et la Pologne) pr\u00e9sentent une am\u00e9lioration substantielle de la situation des plus d\u00e9favoris\u00e9s sur le plan scolaire entre 2006 et 2012, avec une r\u00e9duction de leur d\u00e9ficit scolaire de 28 et 27 points, respectivement. <\/span><span title=\"They were already starting from a much better situation in 2006 than the four countries above: in Japan, the academic gap was then 113 points (ranked 9th) and in Poland, it was 120 points (ranked 14th).\">Ils partaient d\u00e9j\u00e0 d&#8217;une situation bien meilleure en 2006 que les quatre pays ci-dessus : au Japon, le handicap scolaire \u00e9tait alors de 113 points (9e rang) et en Pologne, il \u00e9tait de 120 points (14e rang). <\/span><span title=\"These are larger relative gains (respectively 25 % and 23%) than in the previous four countries.\">Ce sont des gains relatifs plus importants (respectivement 25% et 23%) que dans les quatre pays pr\u00e9c\u00e9dents. Ces derniers r\u00e9sulats <\/span><span title=\"It shows that significant further reductions of inequality can be achieved even in countries already achieving relatively decent results on this inequality scale. \u00a0\u00a0\u00a0\u00a0\">montrent que de nouvelles r\u00e9ductions importantes de l&#8217;in\u00e9galit\u00e9 peuvent \u00eatre atteintes m\u00eame dans des pays aux r\u00e9sultats plut\u00f4t d\u00e9cents sur cette \u00e9chelle de l&#8217;in\u00e9galit\u00e9.<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"But what happened at the other end of the change challenge is also quite telling: high equality, as measured by a low academic gap, is hard to maintain over time.\">Mais ce qui est arriv\u00e9 \u00e0 l&#8217;autre extr\u00e9mit\u00e9 du classement selon le changement du handicap scolaire est \u00e9galement r\u00e9v\u00e9lateur : un haut degr\u00e9 d&#8217;\u00e9galit\u00e9, telle que mesur\u00e9 par un handicap scolaire faible, est difficile \u00e0 maintenir au fil du temps. <\/span><span title=\"In 2006, Finland was showing a 54 point academic gap (ranking 1st).\">En 2006, la Finlande pr\u00e9sentait un handicap scolaire de 54 points <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"In 2006, Finland was showing a 54 point academic gap (ranking 1st).\">(1er rang)<\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"In 2006, Finland was showing a 54 point academic gap (ranking 1st).\">. <\/span><span title=\"Then, by 2012, it had experienced the largest aggravated performance - a loss of 35 points in its academic gap.\">Puis, en 2012, ce r\u00e9sulta a connu la plus forte aggravation \u2013 une perte de 35 points dans son handicap scolaire. <\/span><span title=\"Despite this, it remained in an envious international position, just slipping to the 4th place in the academic gap ranking by 2012. But it begs the question about what may be happening to the highly praised &quot;Finish model&quot; (&quot;discovered&quot; with PISA 2000\">Malgr\u00e9 cela, il est rest\u00e9 dans une position internationale enviable, glissant seulement \u00e0 la 4e place en 2012. Mais ce r\u00e9sultat pose la question de savoir ce qui peut se passer dans le \u00ab mod\u00e8le finlandais\u00a0\u00bb tr\u00e8s remarqu\u00e9 (\u00ab d\u00e9couvert \u00bb avec PISA 2000<\/span><span title=\").\">). <\/span><span title=\"Other countries such as Sweden and New Zealand, although starting from similar heights as Finland, also made significant slips in their position: with a 30 point aggravation in its academic gap, Sweden slipped from 13th to 32nd, and New Zealand, with a 16 point\">D&#8217;autres pays comme la Su\u00e8de et la Nouvelle-Z\u00e9lande, partant de r\u00e9sultats proches de ceux de la Finlande, ont \u00e9galement connu des d\u00e9clins significatifs de leur position : avec une aggravation de 30 points de son handicap scolaire, la Su\u00e8de a gliss\u00e9 de la 13e \u00e0 la 32e place et la Nouvelle-Z\u00e9lande, avec <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"Other countries such as Sweden and New Zealand, although starting from similar heights as Finland, also made significant slips in their position: with a 30 point aggravation in its academic gap, Sweden slipped from 13th to 32nd, and New Zealand, with a 16 point\">une <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"aggravation slipped from 8th to 19th.\">aggravation <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"Other countries such as Sweden and New Zealand, although starting from similar heights as Finland, also made significant slips in their position: with a 30 point aggravation in its academic gap, Sweden slipped from 13th to 32nd, and New Zealand, with a 16 point\">de <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"Other countries such as Sweden and New Zealand, although starting from similar heights as Finland, also made significant slips in their position: with a 30 point aggravation in its academic gap, Sweden slipped from 13th to 32nd, and New Zealand, with a 16 point\">16 <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"Other countries such as Sweden and New Zealand, although starting from similar heights as Finland, also made significant slips in their position: with a 30 point aggravation in its academic gap, Sweden slipped from 13th to 32nd, and New Zealand, with a 16 point\">points, <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"aggravation slipped from 8th to 19th.\">a gliss\u00e9 de la 8e \u00e0 la 19e.<\/span><\/span><\/li>\n<\/ul>\n<h3><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\">Le handicap scolaire a-t-il \u00e9volu\u00e9 en phase avec la performance scolaire globale ?<\/span><\/h3>\n<p><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"Another question of importance for policies: in what global context of change in national performance between 2006 and 2012 have the changes in the academic gap occurred?\">Autre question d&#8217;importance pour les politiques : dans quel contexte global d&#8217;\u00e9volution de la performance nationale entre 2006 et 2012 les changements du handicap scolaire ont-ils eu lieu ? Le <\/span><span title=\"Table 1 columns 4 and 5 document this issue.\">Tableau 1 colonnes 4 et 5 documente cette question. <\/span><span title=\"Chart 1 also helps respond to this question.\">Le graphique 1 permet \u00e9galement de r\u00e9pondre \u00e0 cette question. <\/span><span title=\"Let me first explain what is represented in the chart: \u00a0\u00a0\u00a0\u00a0\">Permettez-moi d&#8217;abord d&#8217;expliquer ce qui est repr\u00e9sent\u00e9 dans le graphique :<\/span><\/span><\/p>\n<ul>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"I examine whether there is a relationship between the change in the academic gap between 2006 and 2012 and the change in the average score during the same period.\">J&#8217;examine s&#8217;il existe une relation entre la variation du handicap scolaire entre 2006 et 2012 et le changement de la note moyenne au cours de la m\u00eame p\u00e9riode. <\/span><span title=\"In other words, my question is: when the academic gap decreases, is it concomitant with a similar or different change in the average performance in the country?\">En d&#8217;autres termes, ma question est la suivante : lorsque le handicap scolaire diminue, <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"In other words, my question is: when the academic gap decreases, is it concomitant with a similar or different change in the average performance in the country?\">est-<\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"In other words, my question is: when the academic gap decreases, is it concomitant with a similar or different change in the average performance in the country?\">il concomitant avec un changement semblable, ou diff\u00e9rent dans la performance moyenne du pays ? <\/span><span title=\"The points on the chart are countries with the following coordinates: the change in the average score on the horizontal axis and the change in the academic gap on the vertical axis. \u00a0\u00a0\u00a0\u00a0\">Les points sur le graphique sont <a href=\"http:\/\/www.keepeek.com\/Digital-Asset-Management\/oecd\/education\/regards-sur-l-education-2015\/guide-du-lecteur_eag-2015-4-fr#page4\" target=\"_blank\" rel=\"noopener\">les codes internationaux des pays<\/a> avec les coordonn\u00e9es suivantes : le changement de la note moyenne sur l&#8217;axe horizontal et la variation du handicap scolaire sur l&#8217;axe vertical.<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"A country placed at the intersection of the two axis has experienced no change in its academic gap, nor any change in the average score of its 15-year-olds students.\">Un pays plac\u00e9 \u00e0 l&#8217;intersection des deux axes n&#8217;a connu aucun changement significatif de son handicap scolaire, ni aucun changement dans le score moyen de ses \u00e9l\u00e8ves de 15 ans. <\/span><span title=\"In consideration of the statistical degree of precision of the data in the context of a sample survey, I have designed at the centre of the chart a green box: I would consider that countries falling within this box have not experienced a change along both dimensions that\">En reconnaissance du degr\u00e9 statistique de pr\u00e9cision des donn\u00e9es dans le cadre d&#8217;une enqu\u00eate par sondage, j&#8217;ai trac\u00e9 au centre de la carte, une bo\u00eete verte : je consid\u00e8re que les pays figurant dans cette bo\u00eete n&#8217;ont pas connu, le long des deux dimensions, <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"In consideration of the statistical degree of precision of the data in the context of a sample survey, I have designed at the centre of the chart a green box: I would consider that countries falling within this box have not experienced a change along both dimensions that\">de changement <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"would be significant enough to warrant commenting, other than saying that they basically experienced a performance status quo.\">suffisamment important pour justifier des commentaires, sinon de dire qu&#8217;ils ont connu essentiellement un statu <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"would be significant enough to warrant commenting, other than saying that they basically experienced a performance status quo.\">quo <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"would be significant enough to warrant commenting, other than saying that they basically experienced a performance status quo.\">de performance . <\/span><span title=\"These countries are: Norway, Lithuania, Ireland, Greece, Belgium (actually Flanders), France, United Kingdom (actually England and Northern Ireland), Korea, Denmark, Luxembourg, Netherlands, Canada, Slovenia and Hungary.\">Ces pays sont : la Norv\u00e8ge, la Lituanie, l&#8217;Irlande, la Gr\u00e8ce, la Belgique (en fait la Flandre), la France, le Royaume-Uni (en fait l&#8217;Angleterre et l&#8217;Irlande du Nord), la Cor\u00e9e, le Danemark, le Luxembourg, les Pays-Bas, le Canada, la Slov\u00e9nie et la Hongrie.<\/span><\/span><\/li>\n<\/ul>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" data-attachment-id=\"585\" data-permalink=\"http:\/\/nonsolumdata.com\/blog\/003-ppt-chart-for-wp-fr\/\" data-orig-file=\"https:\/\/i0.wp.com\/nonsolumdata.com\/blog\/wp-content\/uploads\/2016\/05\/003-ppt-chart-for-WP-FR.gif?fit=%2C\" data-orig-size=\"\" data-comments-opened=\"1\" data-image-meta=\"[]\" data-image-title=\"003 ppt chart for WP FR\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/nonsolumdata.com\/blog\/wp-content\/uploads\/2016\/05\/003-ppt-chart-for-WP-FR.gif?fit=300%2C300\" data-large-file=\"https:\/\/i0.wp.com\/nonsolumdata.com\/blog\/wp-content\/uploads\/2016\/05\/003-ppt-chart-for-WP-FR.gif?fit=1024%2C1024\" class=\"alignleft size-full wp-image-585\" src=\"https:\/\/i0.wp.com\/nonsolumdata.com\/wp-content\/uploads\/2016\/05\/003-ppt-chart-for-WP-FR.gif?resize=685%2C385\" alt=\"003 ppt chart for WP FR\" width=\"685\" height=\"385\" \/><\/p>\n<ul>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"The two crossing axis define four quadrants: \u00a0\u00a0\u00a0\u00a0\">Les deux axes qui se croisent au centre d\u00e9finissent quatre quadrants :<\/span><\/span>\n<ul>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"North-East: a situation in which countries have experienced both gains in average performance and a significant reduction in the academic gap - overall, the most envious situation;\">au Nord-Est : une situation dans laquelle les pays ont connu des gains en performance moyenne et une r\u00e9duction significative du handicap scolaire \u2013 dans l&#8217;ensemble, la situation la plus enviable ; <\/span><span title=\"16 countries are in this situation, but with very different magnitudes. \u00a0\u00a0\u00a0\u00a0\">16 pays sont dans cette situation, mais avec des amplitudes tr\u00e8s diff\u00e9rentes. <\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"North-West: a situation in which countries have experienced a reduction in the academic gap while their average performance declined;\">au Nord-Ouest : une situation dans laquelle les pays ont connu une r\u00e9duction du handicap scolaire alors que leur rendement moyen a diminu\u00e9 ; <\/span><span title=\"this is a situation where we find two countries, Czech Republic and Austria, but, although the gains in academic gap are substantial, the negative change in overall average is insignificant (-2 points). \u00a0\u00a0\u00a0\u00a0\">c&#8217;est une situation o\u00f9 nous trouvons deux pays, la R\u00e9publique tch\u00e8que et l&#8217;Autriche, mais, bien que les gains en handicap scolaire soient importants, la variation n\u00e9gative de la moyenne globale est insignifiante (-2 points).<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"South-West: a situation in which countries have experienced both an increase in the academic gap and a lower overall average score;\">au Sud-Ouest : une situation dans laquelle les pays ont connu \u00e0 la fois une augmentation du handicap scolaire et une note moyenne globale inf\u00e9rieure ; <\/span><span title=\"six countries are in such a situation: Finland, Sweden, Slovak Republic, New Zealand, Iceland and Australia (in a marginal way, though). \u00a0\u00a0\u00a0\u00a0\">six pays sont dans une telle situation : la Finlande, la Su\u00e8de, la R\u00e9publique slovaque, la Nouvelle-Z\u00e9lande, l&#8217;Islande et l&#8217;Australie (de fa\u00e7on marginale, cependant).<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"South-East: a situation in which countries would see a deterioration of the academic gap while the average performance of its students would improve;\">au Sud-Est : une situation dans laquelle les pays verraient une d\u00e9t\u00e9rioration du handicap scolaire alors que la performance moyenne de leurs \u00e9l\u00e8ves s&#8217;am\u00e9liorerait ; <\/span><span title=\"no country has experienced such a dramatic record for the less fortunate students.\">aucun pays n&#8217;a connu une telle situation\u00a0\u2013 dramatique pour les \u00e9tudiants moins fortun\u00e9s.<\/span><\/span><\/li>\n<\/ul>\n<\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"I have drawn two lines: one, the solid blue line, is the diagonal across along which all points show equality between the change in the academic gap and the change in the overall average performance - an equal line.\">J&#8217;ai dessin\u00e9 deux lignes : l&#8217;une, la ligne bleue, est la diagonale le long de laquelle tous les points montrent l&#8217;\u00e9galit\u00e9 entre la variation du handicap scolaire et la variation de la performance moyenne globale \u2013 une ligne d&#8217;\u00e9galit\u00e9. <\/span><span title=\"The second line, the dotted red one, is the line that goes across all country marks, that minimizes all country distances to that line - a trend line. \u00a0\u00a0\u00a0\u00a0\">La deuxi\u00e8me ligne, rouge en pointill\u00e9s, est la ligne qui traverse toutes les marques de pays, en minimisant les distances des pays \u00e0 cette ligne \u2013 une ligne de tendance.<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"The trend line sits above the equal line in the North West quadrant.\">La ligne de tendance se situe au-dessus de la ligne \u00e9gale dans le quadrant nord-ouest. <\/span><span title=\"This means that the dominant tendency among countries is that the reduction in the academic gap tends to be larger (in points) than the increase in the three-subject average, a possible sign that a policy focus on raising the performance of the most academically disadvantage\">Cela signifie que la tendance dominante entre les pays est que la r\u00e9duction du handicap scolaire tend \u00e0 \u00eatre plus grande (en points) que l&#8217;augmentation de la moyenne sur trois sujets\u00a0\u2013 signe possible qu&#8217;une politique ax\u00e9e sur l&#8217;augmentation de la performance des plus <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"This means that the dominant tendency among countries is that the reduction in the academic gap tends to be larger (in points) than the increase in the three-subject average, a possible sign that a policy focus on raising the performance of the most academically disadvantage\">d\u00e9savantag\u00e9s <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"This means that the dominant tendency among countries is that the reduction in the academic gap tends to be larger (in points) than the increase in the three-subject average, a possible sign that a policy focus on raising the performance of the most academically disadvantage\">acad\u00e9miquement <\/span><span title=\"also pays off in terms of the global performance. \u00a0\u00a0\u00a0\u00a0\">paie \u00e9galement en termes de performance globale.<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"Four countries are on the blue line in the North-East quadrant: Turkey and Israel, on the high part, and Portugal and Spain, somewhat lower.\">Quatre pays sont sur la ligne bleue dans le quadrant nord-est : la Turquie et Isra\u00ebl, sur la partie haute, le Portugal et l&#8217;Espagne, un peu plus bas. <\/span><span title=\"These four countries have managed to raise students' performance in general and reduce the academic gap as well by a similar number of points.\">Ces quatre pays ont r\u00e9ussi \u00e0 augmenter la performance des \u00e9l\u00e8ves en g\u00e9n\u00e9ral et \u00e0 r\u00e9duire le handicap scolaire d&#8217;un nombre similaire de points. <\/span><span title=\"They were all starting from a significantly below OECD &quot;standard&quot; performance (500 points) situation in 2006, but come closer in 2012. \u00a0\u00a0\u00a0\u00a0\">Ils partaient tous d&#8217;une situation nettement inf\u00e9rieure \u00e0 la performance \u00ab <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"They were all starting from a significantly below OECD &quot;standard&quot; performance (500 points) situation in 2006, but come closer in 2012. \u00a0\u00a0\u00a0\u00a0\">standard \u00bb <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"They were all starting from a significantly below OECD &quot;standard&quot; performance (500 points) situation in 2006, but come closer in 2012. \u00a0\u00a0\u00a0\u00a0\">de l&#8217;OCDE\u00a0 (500 points) en 2006, mais s&#8217;en rapprochent en 2012.<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\">S<span title=\"Six countries are on or close to the trend line: Japan, Poland, Italy, Russian Federation, Estonia and Latvia.\">ix pays sont sur la ligne de tendance ou en sont proches : le Japon, la Pologne, l&#8217;Italie, la F\u00e9d\u00e9ration de Russie, l&#8217;Estonie et la Lettonie. L<\/span><span title=\"their improvement in the academic gap is coincidental (being careful not to draw a causal relationship in absence of further investigation) with a gain in overall performance a bit lower. \u00a0\u00a0\u00a0\u00a0\">eur am\u00e9lioration du handicap scolaire co\u00efncide (mais faisons attention de ne pas \u00e9tablir un lien de causalit\u00e9 en l&#8217;absence d&#8217;une recherche plus pouss\u00e9e) avec un gain de performance globale un peu plus bas.<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"Six other countries appear above the trend line: Brazil, Colombia, Mexico, Chile, Germany and Switzerland.\">Six autres pays apparaissent au-dessus de la ligne de tendance : le Br\u00e9sil, la Colombie, le Mexique, le Chili, l&#8217;Allemagne et la Suisse. <\/span><span title=\"In these countries, the reduction in the academic gap is rather impressive, but not quite matched by gains of same magnitude in the overall average.\">Dans ces pays, la r\u00e9duction du handicap scolaire est assez impressionnante, mais pas accompagn\u00e9e par des gains de m\u00eame ampleur dans la moyenne globale. <\/span><span title=\"Germany and Switzerland were already rather high performers, somewhat limiting the scope for high gains on the average.\">L&#8217;Allemagne et la Suisse \u00e9taient d\u00e9j\u00e0 des pays assez performants\u00a0\u2013 ceci pouvant limiter la capacit\u00e9 de g\u00e9n\u00e9rer des gains \u00e9lev\u00e9s en moyenne. <\/span><span title=\"The other four American countries were much lower in overall performance and the recent gains can be considered as much promising. \u00a0\u00a0\u00a0\u00a0\">Les quatre autres pays d&#8217;Am\u00e9rique pr\u00e9sentaient une<\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"The other four American countries were much lower in overall performance and the recent gains can be considered as much promising. \u00a0\u00a0\u00a0\u00a0\"> performance globale<\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"The other four American countries were much lower in overall performance and the recent gains can be considered as much promising. \u00a0\u00a0\u00a0\u00a0\"> beaucoup plus faible, et les gains r\u00e9cents peuvent \u00eatre consid\u00e9r\u00e9s comme r\u00e9ellement prometteurs.<\/span><\/span><\/li>\n<li><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"At the other end of the trend line, in the South-West quadrant, five countries are below or on the trend line: Finland, Sweden, New Zealand, Slovak Republic and Iceland.\">\u00c0 l&#8217;autre extr\u00e9mit\u00e9 de la ligne de tendance, dans le quadrant sud-ouest, cinq pays sont sur la ligne de tendance ou un peu en-dessous : la Finlande, la Su\u00e8de, la Nouvelle-Z\u00e9lande, la R\u00e9publique slovaque et l&#8217;Islande. <\/span><span title=\"They all show an aggravation of the academic gap that is somewhat larger than their also negative change in the three-subject average.\">Ils montrent tous une aggravation du handicap scolaire qui est un peu plus grande que leur changement, n\u00e9gatif aussi, dans la moyenne des trois mati\u00e8res. <\/span><span title=\"They come from a variety of PISA performance background, demonstrating that there is nothing predetermined by past performance, likely leaving much room for appropriate policy intervention.\">Ils viennent d&#8217;une vari\u00e9t\u00e9 de performances ant\u00e9rieures dans PISA\u00a0\u2013 ce qui d\u00e9montre qu&#8217;il n&#8217;y a rien de pr\u00e9d\u00e9termin\u00e9 par les performances pass\u00e9es\u00a0\u2013 laissant <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"They come from a variety of PISA performance background, demonstrating that there is nothing predetermined by past performance, likely leaving much room for appropriate policy intervention.\">probablement <\/span><\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"><span title=\"They come from a variety of PISA performance background, demonstrating that there is nothing predetermined by past performance, likely leaving much room for appropriate policy intervention.\">beaucoup de place pour une intervention politique appropri\u00e9e. <\/span><span title=\"In 2006, Finland and New Zealand were among the highest performers of the OECD countries, with the shortest academic gap for Finland and a decent ranking in this respect for New Zealand.\">En 2006, la Finlande et la Nouvelle-Z\u00e9lande ont \u00e9t\u00e9 parmi les plus performants des pays de l&#8217;OCDE : le handicap scolaire le plus faible pour la Finlande et un classement d\u00e9cent \u00e0 cet \u00e9gard pour la Nouvelle-Z\u00e9lande. <\/span><span title=\"The other three countries were not as well placed (although Sweden was actually close to New Zealand, just above the 500 points), yet lost significantly in both academic gap and overall average performance.\">Les trois autres pays n&#8217;\u00e9taient pas aussi bien plac\u00e9s (bien que la Su\u00e8de ait \u00e9t\u00e9 en fait proche de la Nouvelle-Z\u00e9lande, juste au-dessus des 500 points), mais ils ont perdu beaucoup de terrain \u00e0 la fois pour le handicap scolaire et pour la performance moyenne globale.<\/span><\/span><\/li>\n<\/ul>\n<p><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\">Une analyse minutieuse des donn\u00e9es conduit donc \u00e0 se poser des questions de politique pertinentes \u00e0 r\u00e9gler au niveau national. La comparaison internationale permet \u00e0 chaque pays d&#8217;appr\u00e9cier sa performance nationale en r\u00e9f\u00e9rence \u00e0 celle de pays auxquels il souhaite se comparer, et d&#8217;en tirer des le\u00e7ons pour le d\u00e9veloppement de politiques. Il reste int\u00e9ressant de noter que, dans l&#8217;ensemble, l&#8217;ampleur des handicaps scolaires nationaux a \u00e9t\u00e9 r\u00e9duite de fa\u00e7on significative \u2013 de 54 (Finlande) \u00e0 240 (Colombie) en 2006, de 73 (Cor\u00e9e) \u00e0 206 (Colombie) en 2012\u00a0\u2013 ce qui constitue un <\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\">r\u00e9sultat<\/span><span id=\"result_box\" lang=\"fr\" tabindex=\"-1\"> globalement positif.<\/span><\/p>\n<p><em><strong>Non solum data &#8211; Data sine monito oculo nihil sunt.<\/strong><\/em><\/p>\n<hr class=\"ttfmake-hr\" style=\"border-style: dashed; border-top-width: 2px;\" \/>\n<p><em>Dans ce blog, nous invitons les commentaires constructifs et les contributions d&#8217;articles constructives \u2013 voyez <a href=\"http:\/\/nonsolumdata.com\/blog\/fr\/accueil\/politique-du-blog\/\" target=\"_blank\" rel=\"noopener\">notre politique de blog <\/a>et exprimez-vous!<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>En r\u00e9sum\u00e9 En utilisant la m\u00e9trique propos\u00e9e dans mon dernier article, cet article pr\u00e9sente les changements du \u00ab handicap scolaire\u00a0\u00bb dans tous les pays, avec la moyenne des trois mati\u00e8res de PISA entre 2006 et 2012. L&#8217;exp\u00e9rience des pays varie consid\u00e9rablement, au point qu&#8217;il ne peut \u00eatre propos\u00e9 de mod\u00e8le fond\u00e9 sur les performances pass\u00e9es. &hellip; <a href=\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Handicap scolaire : quels changements entre 2006 et 2012?<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":1832,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":true,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","enabled":false},"version":2}},"categories":[19,23,53],"tags":[141,145,203,213,247],"class_list":["post-581","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-fr","category-equite","category-performance-scolaire","tag-eleves-faibles","tag-equite-en-education","tag-ocde","tag-pisa","tag-tendances"],"jetpack_publicize_connections":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Handicap scolaire : quels changements entre 2006 et 2012? | Non Solum Data<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Handicap scolaire : quels changements entre 2006 et 2012? | Non Solum Data\" \/>\n<meta property=\"og:description\" content=\"En r\u00e9sum\u00e9 En utilisant la m\u00e9trique propos\u00e9e dans mon dernier article, cet article pr\u00e9sente les changements du \u00ab handicap scolaire\u00a0\u00bb dans tous les pays, avec la moyenne des trois mati\u00e8res de PISA entre 2006 et 2012. L&#8217;exp\u00e9rience des pays varie consid\u00e9rablement, au point qu&#8217;il ne peut \u00eatre propos\u00e9 de mod\u00e8le fond\u00e9 sur les performances pass\u00e9es. &hellip; Continue reading Handicap scolaire : quels changements entre 2006 et 2012?\" \/>\n<meta property=\"og:url\" content=\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/\" \/>\n<meta property=\"og:site_name\" content=\"Non Solum Data\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/nonsolumdata\/\" \/>\n<meta property=\"article:published_time\" content=\"2016-05-30T12:30:41+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2018-06-07T00:08:15+00:00\" \/>\n<meta property=\"og:image\" content=\"http:\/\/nonsolumdata.com\/blog\/wp-content\/uploads\/2018\/06\/Academic-gap-2-fr-1024x410.png\" \/>\n\t<meta property=\"og:image:width\" content=\"1024\" \/>\n\t<meta property=\"og:image:height\" content=\"410\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"Patrice\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@debrpat\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Patrice\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"13 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/#article\",\"isPartOf\":{\"@id\":\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/\"},\"author\":{\"name\":\"Patrice\",\"@id\":\"http:\/\/nonsolumdata.com\/blog\/en\/home\/#\/schema\/person\/b09877c08deb451d1a66c586b79408bd\"},\"headline\":\"Handicap scolaire : quels changements entre 2006 et 2012?\",\"datePublished\":\"2016-05-30T12:30:41+00:00\",\"dateModified\":\"2018-06-07T00:08:15+00:00\",\"mainEntityOfPage\":{\"@id\":\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/\"},\"wordCount\":2561,\"commentCount\":0,\"image\":{\"@id\":\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/i0.wp.com\/nonsolumdata.com\/blog\/wp-content\/uploads\/2018\/06\/Academic-gap-2-fr.png?fit=2000%2C800\",\"keywords\":[\"\u00e9l\u00e8ves faibles\",\"\u00e9quit\u00e9 en \u00e9ducation\",\"OCDE\",\"PISA\",\"tendances\"],\"articleSection\":[\"\u00c9ducation\",\"\u00c9quit\u00e9\",\"Performance scolaire\"],\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/\",\"url\":\"http:\/\/nonsolumdata.com\/blog\/fr\/2016\/05\/handicap-scolaire-quels-changements-entre-2006-et-2012\/\",\"name\":\"Handicap scolaire : quels changements entre 2006 et 2012? 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