Tehran Institute for Advanced Studies (TEIAS)

/ The Effects of Social Diversity at School:Evidence from a Desegregation Program __ Julien Grenet


The Effects of Social Diversity at School: Evidence from a Desegregation Program (with G Azmat, E Huillery, Y Souidi & Y Algan)

Julien Grenet

May 13, 2024
(24 Ordibehesht, 1403)



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May 12, 2024

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Julien Grenet

Professor of Economics, Paris School of Economics


This paper investigates whether social desegregation in schools fosters social cohesion and reduces social inequality in educational outcomes. We exploit an initiative launched in 2015 by the French Ministry of Education to desegregate public middle schools and compare the schools that participated in the program with similar schools that were not involved. Our findings indicate that in the initially more segregated schools, the program was successful at increasing the exposure of low-SES to high-SES students, and vice versa. Using detailed administrative data along with survey data on students’ wellbeing and attitudes, we find that school desegregation does not adversely affect the academic performance of high-SES students, and it positively affects their academic self-esteem. Although our results do not show significant effects on the academic performance of low-SES students, we find that these students derive social and psychological benefits from being exposed to a more diverse student body.


Julien Grenet image

Julien Grenet is a Senior Researcher at the Centre National de la Recherche Scientifique (CNRS), Professor of Economics at the Paris School of Economics (PSE), and Deputy Director of the Institut des Politiques Publiques (IPP). His current research lies at the intersection of market design and the economics of education, with a specific emphasis school choice and college admissions. His recent work involves developing empirical methodologies to estimate student preferences using data from centralized assignment systems, to better understand how agents form their preferences in such markets, and to evaluate the consequences of reforms aimed at reducing socio-economic inequalities in secondary and higher education.