La mesure de l'école: De la tradition statistique à la modernité économétrique

Abstract

This article is intended to shed light on the origin and the development of indicators applied in educational policies. These indicators have allowed the establishment of structured scientific and technical networks and the invention of new forms of management of the educational system. A shift in indicators from inequality to equity or to quality has contributed to the definition of new modes of codification and standardisation of education. Therefore analysing school indicators amounts to looking into the shifts in indicators and the rhetoric which have accompanied their application and diffusion within educational systems. Crossing sociology and history has enabled us to highlight how school indicators were set up and how these different epistemological spaces have followed one another since the early 20 th century.