Determinants of Gender Discrimination by Teachers: Evidence from an online experiment. (with Philippe Colo and Etienne Dagorn) [Working Paper]
European Economic Review (2026)
How Effective are Female Role Models at Steering Girls toward STEM fields? Evidence from French High Schools, (with Thomas Breda, Julien Grenet & Clémentine Van Effenterre),
Les filles et les garçons face aux sciences : Les enseignements d'une enquête dans les lycées franciliens, (with Thomas Breda, Julien Grenet and Clémentine Van Effenterre)
Education & Formation Vol. 2 No. 97, pp. 5-29 (2018)
Designing Housing Benefits: An Application with French Data, (with Antoine Bozio, Malka Guillot and Lucile Romanello)
Equal Achievement, Equal Feedback? Gender Differences in Teachers' Written Evaluations and Their Effects on Student Outcomes (with Pauline Charousset) [NEW DRAFT : August 2026]
Abstract: This paper examines how student gender shapes math teachers’ written feedback using text-mining techniques applied to a large corpus of student evaluations. We identify systematic differences in the language used across genders: teachers praise girls for effort and positive behavior, whereas similarly performing boys are more frequently praised for intellectual ability and criticized for conduct. We construct an original teacher-level gendered vocabulary index derived from predictive methods and demonstrate how such a text-mining-derived measure can be leveraged within a causal inference framework. Using quasi-random teacher assignment, we estimate that gendered feedback slightly improves math performance, particularly for girls, especially when effort is emphasized. However, such feedback has no measurable impact on students’ higher education enrollment in the following year.
PSE Working Paper n°2022-19, September 2025.
Press release : Libération, Le Monde, France Inter, Huffington Post, Café pédagogique, RTL, AEF, Le Parisien, Sud-Ouest, La Tribune, Ouest-France
Note : This paper previously circulated as "Gendered Teacher Feedback, Students' Math Performance and Enrollment Outcomes: A Text Mining Approach".
Holistic Admissions : A Text Analysis of Applications to Sciences Po (with Stéphane Benveniste and Marine Haddad) [ANALYSIS IN PROGRESS]
Abstract :The expansion of selective admissions in French higher education through Parcoursup has been accompanied by an increasing consideration of applicants' "environment." In 2021, Sciences Po joined the platform and reformed its admission process. The introduction of personal statements, accounting for one-third of the eligibility score, aimed to assess applicants' trajectories, experiences, and motivations beyond their academic performance. Based on an analysis of 13,000 applications to Sciences Po that year, our study examines how these new criteria are reshaping the selection process. By analyzing applicants' profiles, the content of their personal statements analyzed through textual analysis, and their eligibility scores, our findings reveal that these statements challenge the traditional academic hierarchy by emphasizing the ability to present oneself effectively and engage with themes aligned with Sciences Po’s values—without, however, altering the social composition of eligible candidates.
How do Students Respond to Information on Graduation Chances? Evidence from University Admissions in France (with Gabrielle Fack, Julien Grenet and Yinghua He) [ANALYSIS IN PROGRESS]
Abstract: This paper evaluates the impact of a reduction in information frictions on students’ enrollment in higher education and subsequent educational outcomes. We exploit the French Active Orientation policy that provides a positive, a neutral or a negative assessment on students’ chances of graduating in programs based on their past academic record and a set of predetermined program-specific cutoffs. We use those multiple cutoffs in a regression discontinuity design to estimate the causal effects of receiving a negative (positive) message relatively to a neutral one on students’ enrollment decisions and on their persistence in higher education. Receiving a negative message entails a 5 percent reduction in the probability to matriculate in the program issuing the message, and encourages matriculation in a different type of program in another higher education institution. These effects are stronger for students who receive more than one negative message. We do not observe significant effect on persistence in higher education two years later. On the other hand, the 4 percent increase in matriculation in the program induced by a positive message is at the expense of enrollment in higher peer-quality programs. These effects are mostly driven by female students, and by students receiving multiple positive messages.
Executives' Gender Gap in Promotion: Evidence from a Large French Firm (with Marion Leturcq and Dominique Meurs)
A niveau égal, appréciation égale ? Comment les appréciations scolaires varient en fonction du sexe des élèves, with Pauline Charousset, Note de l'IPP n°121.
Ségrégation sociale en milieu scolaire : déterminer ses causes et appréhender ses effets, with Pauline Charousset and Youssef Souidi, Document de travail du Conseil d'évaluation de l'école n°23-02, Note de l'IPP n°97.
Role models féminins : un levier efficace pour inciter les filles à poursuivre des études scientifiques ?, with Thomas Breda, Julien Grenet and Clémentine Van Effenterre, Note IPP n°45, 2019.
Changement de gouvernance et performance des entreprises, with Laurent Bach and Sophie Cottet, Rapport IPP n°19, 2018.
Évaluer les effets des aides de l’ADEME sur la R&D et la performance des entreprises, with Sophie Cottet, Fanny Henriet, Katrin Millock and Lucile Romanello, Rapport IPP n°17, 2017.
Bilan du quinquennat 2012-2017 : les finances publiques, with Antoine Bozio and Sophie Cottet, Note IPP n°27, 2017. [French] [English]
Analyse des dispositifs d’aide à l’accession à la propriété, with Antoine Bozio and Lucile Romanello, Rapport IPP n°16, 2016.
Analyser les mesures socio-fiscales sous l’angle des inégalités entre les femmes et les hommes, with Sophie Cottet and Lucile Romanello, Note IPP n°23, 2016. [French] [English]
Evaluation des programmes de réussite éducative, with Pascal Bressoux, Marc Gurgand, Nina Guyon and Julie Pernaudet, Rapport IPP n°13, 2016.
Budget 2016: la difficile maîtrise des dépenses publiques? with Mahdi Ben Jelloul, Antoine Bozio, Sophie Cottet, Malka Guillot and Lucile Romanello, Note IPP n°21, 2015. [French] [English]
Referee for : Nature Human Behaviour; Management Science ; Economic Journal ; Plos One ; The Review of Economics and Statistics; Journal of Public Economics ; Journal of Applied Econometrics; Journal of Economic Behavior and Organization; The Journal of Human Resources; Labour Economics; Oxford Economics Papers; The Economics of Transition; Economics of Education Review; Journal of Human Capital ; Education Economics; Economie et Statistiques ; Revue économique ; Revue d'économie politique ; Formation Emploi ; e-Jiref.
Pedagogical director of the third year of the Bachelors' degree in Educational Sciences - Université Bourgogne-Europe
Director of the Bachelors' degree in Educational Sciences - Université Bourgogne-Europe