Social position indices of schools (from 2022)

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. Each PCS or PCS couple is associated with a numerical value of the IPS. This numerical value is a quantitative summary of a set of socio-economic and cultural attributes related to academic achievement. The higher the Social Position Index (SPI), the more students are on average of favoured social origin. The weaker it is, the more socially disadvantaged the pupils are of origin. Concretely, the reference values of the index for each PCS, or pair of PCS, are determined using a statistical method that makes it possible to synthesize a set of characteristics describing the living conditions of students (see article by Rocher, 2016). The index of a given CSP is thus the quantitative summary of a number of socio-economic and cultural attributes related to academic success, which are found on average for this CSP. The first version of the index, used until the start of the 2021 school year, was calculated on the data of the DEPP panel of pupils who entered sixth grade in 2007. For these 35,000 students on the panel, there is rich information on their living conditions to establish the PCS-IPS transition table. At the start of the 2022 school year, this table of passage was updated by mobilising data from the DEPP panel of pupils who entered CP in 2011. Once the parents' CSPs are provided, which is the case for the vast majority of second-level students, it is sufficient to apply these reference values and consider this new variable as an index, that is to say, quantitatively. 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. As 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 regarding the average IPS of schools. Finally, it should be noted that the methodology for calculating the index has changed, leading to a break in series from the start of the 2022 school year: the reference values of the index have changed and pupils whose CSPs of both parents are uninformed are no longer included in the calculation of their school’s average CPI (transition table available as an attachment below). **_Field_** The file provides the average IPS of schools in France under the supervision of the National Education Authority, public and private under contract, calculated from data from the start of the N school year. The calculation of the IPS of the schools is made from the pupils of CM2, whose PCS are known when they are in 6th grade. It corresponds more exactly to the average of the SPI of former pupils of the school over the last five years. In addition, IPSs are provided only for schools that have had at least 25 CM2 students in the last five years. As a result, kindergartens are excluded from the scope since they do not have pupils of CM2. The file also provides the cumulative enrolment of the school over the last five years from which the SPI is calculated. In the file made available, each line corresponds to a school for a given school year. Amendments: a first file on the IPS of schools was submitted on 05/10/2022. It presented the IPS of schools with more than 5 fifth graders in the last five years. **_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）可用于依据学生父母的职业与社会类别（Professions and Social Categories, PCS）研判学生的社会出身地位。每一类职业与社会类别，或父母双方的职业与社会类别组合，均对应一个SPI数值。该数值是与学业表现相关的一系列社会经济与文化属性的量化综合指标。社会地位指数越高，学生的平均社会出身越优越；指数越低，学生的平均社会出身越弱势。 具体而言，每一类职业与社会类别或其组合对应的指数参考值，通过一种可综合描述学生生活环境特征的统计方法确定（详见Rocher，2016年发表的论文）。因此，某一职业与社会类别的指数，是该类别学生平均拥有的、与学业成功相关的多项社会经济与文化属性的量化综合结果。 该指数的首个版本（2021学年初之前一直使用）基于2007年升入六年级的学生DEPP追踪数据计算得出。这批共35000名追踪学生拥有丰富的生活环境信息，可用于构建职业与社会类别-SPI对应表。 2022学年初，该对应表通过调用2011年升入小班（CP）的学生DEPP追踪数据更新完成。 若已获取学生父母的职业与社会类别信息（绝大多数中等教育阶段学生均满足此条件），仅需套用上述参考值，即可将该变量作为量化指数进行分析。 学校的社会层级可通过在校学生的平均社会地位指数进行评估。 需注意的是，与所有综合指数一样，社会地位指数仅是对现实的简化概括，无法单独全面反映一所学校内学生的社会经济与文化处境的复杂性。 由于社会地位指数基于家庭申报并由学校登记的职业与社会类别计算得出，因此存在一定误差范围：因此，对于学校平均社会地位指数相差3分及以内的差异，建议避免过度解读。 最后需说明，该指数的计算方法已发生变更，自2022学年初起出现序列断裂：指数参考值已更新，且父母双方职业与社会类别信息均缺失的学生，不再纳入所在学校的平均社会地位指数计算（对应表详见下文附件）。 **数据集说明** 本文件提供法国国民教育主管部门监管的公立及签约私立学校的平均社会地位指数，计算数据取自对应学年的在校学生。 学校社会地位指数的计算基于小学四年级（CM2）学生的数据，其职业与社会类别信息在升入六年级时已完成采集；确切而言，对应学校近五届毕业生的社会地位指数平均值。此外，仅为近五年内至少有25名小学四年级学生的学校提供社会地位指数数据。因此，无小学四年级学生的幼儿园不在本数据集覆盖范围内。本文件同时提供用于计算社会地位指数的学校近五年累计注册学生数。 在本次发布的数据文件中，每一行对应一所学校在特定学年的记录。 修订说明：首份学校社会地位指数数据集于2022年10月5日提交，该数据集仅包含近五年内五年级学生数超过5人的学校的社会地位指数。 **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）：描述院校间社会不平等的统计工具. *DEPP信息简报第23.16号*. 更多关于社会地位指数的信息，请参阅：[https://www.education.gouv.fr/l-indice-de-position-sociale-ips-357755](https://www.education.gouv.fr/l-indice-de-position-sociale-ips-357755)