Reproducing or Reducing Inequality? The Case of Summer Learning Programs
DOI :
https://doi.org/10.53967/cje-rce.5311Mots-clés :
programmes d’été, apprentissage d’été, écarts de réussite, stratification scolaireRésumé
Les programmes d’été, comme activités complémentaires de rattrapage, peuvent-ils offrir des possibilités d’apprentissage ou d’autres avantages aux élèves défavorisés ? Pour comprendre cette question, nous comparons les logiques des perspectives de « reproduction sociale » et de « compensation partielle », pour les appliquer à une vaste étude mixte portant sur quatre types de programmes d’été offerts en Ontario. À partir de données quantitatives provenant de plus de 10 000 élèves et de données qualitatives issues d’entretiens avec plus de 200 enseignants et parents, nous avons examiné les tendances de recrutement et de participation des élèves, de l’appréciation sociale des programmes et des résultats scolaires. Nous avons constaté que tous les programmes d’été recrutaient bien des élèves défavorisés sans les stigmatiser, et qu’ils étaient associés à des augmentations de leur rendement moyen sans creuser les écarts préexistants. Nous interprétons ces résultats comme soutenant la perspective de « compensation partielle » et discutons des implications politiques connexes.
Statistiques
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