Social position indices of high schools (2016-2021)

The Social Position Index (SPI) makes it possible to apprehend the social status of pupils from the professions and social categories (PCS) of their parents. For each PCS, the numerical value of the IPS corresponds to a quantitative summary of a set of socio-economic and cultural attributes related to academic success. Specifically, to determine the values associated with each CSP, we considered the weighted average of characteristics such as diplomas, cultural practices, material conditions, cultural capital and parental involvement in schooling. This statistical methodology is described in Rocher’s article (2016) and is based on a data analysis method (multiple correspondence analysis) carried out from the DEPP panel of students who entered sixth grade in 2007. The IPS reference values are available for each PCS and for each PCS (mother-father) cross, see Rocher (2016) (passing table available in attachment below). Thus, once the parents’ GCPs have been collected, it is sufficient to apply the GPI reference values. The social level of a school is assessed through the calculation of the average PSI of the students who attend it. It should be recalled that, like any synthetic index, it is a simplified summary of reality, which cannot by itself account for the complexity of the socio-economic and cultural situation of pupils in an establishment. Finally, since the IPS is based on the PCS declared by families and registered by establishments, it is subject to a certain margin of error: Thus, it is advisable not to over-interpret differences of 3 points or less concerning the average IPS of institutions. The social heterogeneity index of an institution corresponds to the standard deviation of the social position index (SPI) of its pupils. The higher it is, the more diverse the social profile of students. This index has been calculated since the start of the 2019 school year, only for secondary schools. **_Field_** The file provides the average IPS per school and the standard deviation of its pupils’ IPS for French lycées under the tutelage of the National Education Service, public and private under contract, calculated on the basis of data from the start of the N school year and for upper secondary school pupils only. In the file made available, each line corresponds to a high school for a given school year. The average IPS of each school is available for general and technological students only, for vocational students only, and for all upper secondary students. The standard deviation of students’ PSIs is declined for students in the general and technological pathway only and for students in the vocational pathway only. **_Reference_** Rocher, T. (2016). Construction of a social position index for pupils. _Education & Training_, DEPP, 90, pp.5-27. Dauphant F., Evain F., Guillerm M., Simon C., Rocher T. (2023), The Social Position Index (SPI): a statistical tool to describe social inequalities between institutions. _Depp information note No 23.16._ Find out more about the Social Position Index: [ https://www.education.gouv.fr/l-indice-de-position-sociale-ips-357755] (https://www.education.gouv.fr/l-indice-de-position-sociale-ips-357755)社会地位指数（Social Position Index, SPI）可依托学生父母的职业与社会类别（professions and social categories, PCS），研判学生的社会地位。针对每一类PCS，社会地位指数的数值是一系列与学业成就相关的社会经济与文化属性的量化汇总。 具体而言，为确定与每一类PCS对应的数值，本研究综合考量了学历、文化习惯、物质条件、文化资本以及家长学业参与度等特征的加权平均值。该统计方法详见罗彻（Rocher）2016年的论文，其基于2007年升入六年级的学生DEPP追踪数据，采用了多重对应分析的数据处理方法。各类PCS以及父母PCS组合类别的社会地位指数参考数值均可查阅罗彻2016年的研究（对应对照表详见下文附件）。 因此，在收集到学生父母的PCS信息后，仅需套用社会地位指数的参考数值即可完成计算。学校的社会层次可通过在校学生的社会地位指数平均值进行评估。 需说明的是，与所有合成指数一样，社会地位指数仅是对现实的简化汇总，无法单独完整阐释学校内学生的社会经济与文化处境的复杂性。 最后，由于社会地位指数基于家庭申报且由学校登记的PCS信息，因此存在一定的误差区间：据此，对于学校间社会地位指数平均值相差3分及以下的结果，建议避免过度解读。 学校的社会异质性指数为该校学生社会地位指数的标准差。该指数数值越高，代表该校学生的社会背景多样性越强。该指数自2019学年起开始统计，仅针对中等教育阶段学校。 **数据范围** 本文件涵盖法国国民教育署管辖的公立及签约私立高中，提供了各校的校均社会地位指数，以及该校学生社会地位指数的标准差，统计仅基于N学年起始阶段的高中阶段学生数据。 本公开文件中的每一行对应某一特定学年的一所高中。 各校的校均社会地位指数可分别覆盖普通高中与技术高中学生、职业高中学生，以及全体高中阶段学生。学生社会地位指数的标准差则分别对应普通高中与技术高中路径学生，以及职业高中路径学生。 **参考文献** 1. Rocher, T. (2016). 学生社会地位指数的构建. *Education & Training*, DEPP, 90, pp.5-27. 2. Dauphant F., Evain F., Guillerm M., Simon C., Rocher T. (2023), 社会地位指数（SPI）：描述校际社会不平等的统计工具. *Depp信息简报第23.16号*. 如需了解更多社会地位指数相关信息，请访问：[https://www.education.gouv.fr/l-indice-de-position-sociale-ips-357755](https://www.education.gouv.fr/l-indice-de-position-sociale-ips-357755)