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A History of the French ���������������ܰ�é���ٱ� Exam

Any attempt to understand the French ​���������������ܰ�é���ٱ� (Bac) and the near mythic status it holds on the French national conscience should begin with a quick look at its long, illustrious history. Established in 1808 under Napoleon Bonaparte as part of his plan to make French society more egalitarian, the ������​, as it is often called, was designed to provide universal opportunity to anyone who possessed the talent and intellectual prowess to pass its rigorous exams. It’s no accident that it was developed in the wake of the French Revolution, and it also reveals important lessons that Napoleon himself acquired during that tumultuous period of French history.

But first, let’s go back to the Revolution itself and what occurred in France, particularly during the Reign of Terror under Maximilien Robespierre. Robespierre – himself a distinguished graduate of the prestigious ​���⳦é�� Louis Le Grand​ – understood the role of educating the young to solidify the hard-won lessons and achievements of the Revolution. Only through teaching the younger generations about the glory of the Revolution, Robespierre reasoned, could this momentous period of French history take permanent hold of the national conscience.

For this reason, Robespierre created a national curriculum, which oversaw the education (others would say indoctrination) of French schoolchildren in the accomplishments of the French Revolution. Teachers were issued the 18th-century equivalent of lesson plans, with text and instructions on how to impart to young children the glories of the Revolution and the great changes it had wrought. Ultimately, the purpose was to keep alive the ideals of the Revolution, to perpetuate them from generation to generation.

Robespierre may not have survived the Revolution, but his idea of a national curriculum did. By the time Napoleon Bonaparte became emperor, Robespierre’s initiative, along with Bonaparte’s personal experience during the Revolution, inevitably led to the creation of the ​���������������ܰ�é���ٱ�.

It was through having played a key role in the Revolution and witnessing several key events that the future leader of France came to understand how society in general functioned. A fervent supporter of the Revolution, Napoleon saw first-hand the result and the dangers of a stagnant society, the lack of opportunity for social and economic advancement among its more able citizens, along with the need for well-educated military commanders and a contented middle class. In essence, he understood the essential role the middle class played in the creation of a society free of discontent and revolutionary fervor. After all, wasn’t the legacy of the Revolution the abolition of the monarchy, the aristocracy and inherited privilege? The basis for a happy, productive society, Napoleon reasoned, was the chance for social advancement – most particularly, for those deemed eligible and worthy of it – and it was this thinking that translated into affording people the opportunity to access the middle class. Such access would help in the creation of a truly happy, secular society – giving hope and opportunity to anyone who wished to set their mind to it. Family connections and birthright had no place in this new society – rather, it was through merit and hard work that anyone, regardless of upbringing or social status, could nurture the dreams and aspirations of a better life.

The subsequent creation of a national system of education and the ​������​ quickly followed. With nation-wide standards setting educational objectives, and a national exam to gauge knowledge of those objectives, France was on its way to creating an egalitarian society with access to the kind of opportunity that Napoleon had envisioned. In line with Napoleon’s vision of creating a meritocracy, the exams are taken ​à l’anonymat​ – the name, and identity of the young person taking the exam being masked from the view of the person grading it. What’s more, successful completion of the ​B����​ promised much – guaranteed acceptance to university and with it, advancement up the social ladder.

Today, the ​������​ still holds this special place in French culture and society, offering the first crucial step to university and social advancement for generations. However, concerns have grown recently over its ability to produce future university graduates, ready to compete in the global marketplace. Citing the fact that the average drop-out rate for first-year students in French universities is 60%, the current French president, Emmanuel Macron, vowed to bring reform to this venerable exam during his presidential campaign. ​B����calauréat 2021, created under the direction of the Minister of Education Jean-Michel Blanquer,​ is the result.

Adrienne W. Covington

Director of the American Section of the ���⳦é�� International de St. Germain-en-Laye.

After graduating from from Brown University with a simultaneous B.A. in Classics and an M.A. in Asian History, she spent two years as a metro reporter for the Washington Star, turned down a modeling offer in New York, and moved to Paris as a styliste stagiaire at Christian Dior.

Back in New York three years later working for a menswear designer, she helped her employer win the Coty (the Oscar of fashion). After working with a few more designers in the US and Japan, Adrienne once again changed direction and enrolled at Harvard’s Graduate School of Education. She has taught history in three schools over thirty years, first in New York and then in Paris, finally arriving at her current position as director of the American Section at the ���⳦é�� International in Saint Germain-en-Laye.

Getting Permission to Change Schools – Part 2

This is part 2 of a series on getting permission to change schools within the French public school system. In case you missed it, here’s part one. 

The first part of this series discussed some general things to consider when asking your city for permission to switch schools and the procedures to follow in maternelle and primaire. Here I will tell you about when your kids are older, in ���DZ���è���� and ���⳦é��, and I will also give you some Paris-specific information and a few more important things to keep in mind. 

��DZ������

In the spring of CM2 (US 5^th grade), your child will be assigned to a middle school based on your current home address. This means that if you received a ��é���Dz����پ��Dz� to attend a different primary school, or have since moved to another district, your child may not be assigned to the same middle school as his/her classmates. Geographical perimeters are set on an annual basis for each ���DZ���è���� by your Conseil Général (in Paris, by the Mairie), and these determine all secondary school assignments. Each year slight modifications may be made to this carte scolaire, especially concerning streets on the edges of a given sector. You can usually find your assigned school online; the Académie de Paris, for example has a street-by-street search tool. https://www.paris.fr/pages/colleges-2090

If your child has not been assigned to the ���DZ���è���� you prefer, request a ��é���Dz����پ��Dz� by completing the second page of the Affelnet 6ème sheet, which will be provided by your school. Check with your school principal or rectorat for specific procedures. If there is room in the desired ���DZ���è���� once the children assigned to the establishment are enrolled, your request will be accepted. 

A commission de ��é���Dz����پ��Dz� meets in the late spring to consider requests, and the DSDEN will make the final decision. If your ��é���Dz����پ��Dz� is refused, you have two months to contact your ��������é������ and contest the decision. Note that the most strategic time to request a ��é���Dz����پ��Dz� is for the class of �����澱è����, as there are relatively few openings in subsequent years, especially in the most-requested ���DZ���è����s. 

���⳦é�� 

At the end of �հ��Ǿ�����è���� (US 9^th grade) all students receive their décision d’orientation, established by the conseil de classe and submitted to parents for approval. This determines the child’s future educational path (general, technological or professional ���������������ܰ�é����) and, coupled with place of residence, dictates which ���⳦é�� is your child’s école de secteur. 

Affelnet is the computer system that assigns �հ��Ǿ�����è���� students to public high schools in most areas of France. Depending on their ��������é������, students request three to eight different high schools, and Affelnet makes assignments based on the ��������é������’s pre-determined criteria. This includes the student’s home address, and depending on the ��������é������, may also include their knowledge of the socle commun (common core) and their academic results, as well as the recommendation of school principal and/or the commission d’affectation. Bonus points are often awarded to students who receive financial assistance (élèves boursières) and those who have been in REP (réseau d’éducation prioritaire) school. While students may request any ���⳦é��, it is highly recommended that one of their wishes be the école de secteur that corresponds to their home address. If their other requests are not granted, they are guaranteed placement in this school. Students make their request in concertation with their ���DZ���è���� in May, and decisions are made public in late June/early July. 

As with ���DZ���è����s, if there is room in the desired ���⳦é�� once the children assigned to the establishment are enrolled, your derogation request may be accepted. You should address requests to the DSDEN of the desired ��é�貹���ٱ𳾱�Գ�. 

A special word about Paris

���⳦é�� assignments within the city of Paris are more complicated, as students do not have one assigned (and guaranteed) school. Currently students must rank 8-10 schools. They receive 9,600 points if a requested ���⳦é�� was in their assigned district, and up to 9,600 points based on common core knowledge and academic results. 4,800 bonus points are attributed to élèves boursiers and to those coming from a REP school. There can be quite a bit of strategy involved in ranking schools, and students are strongly advised not to put only the most prestigious schools on their lists for risk of not getting into any in the first round of proceedings and being relegated to a ���⳦é�� with a poorer reputation in the second round. Note that this point system makes it very difficult to obtain a place in a school outside of one’s district. 

Other important considerations and tips to keep informed

Every year a number of magazines and newspapers publish high school rankings, the palmarès des ���⳦é��s, based on the percentage of students succeeding on the ���������������ܰ�é���� exam, the school’s student retention rates from Seconde through Terminale, and the socio-economic make-up of the student body. The schools with the best reputations, those that tend to be most sought-after, are usually those best rated in the table, often with 100% bac success rates. Be aware that in order to maintain a 100% success rate, some schools weed out students along the way who may not be able to pass the exam. Also, due to the weight of academic results in the Affelnet algorithm, students with higher academic results are often concentrated these schools, which can result in more competitive, stressful environments.

Deciding whether it is worth seeking a ��é���Dz����پ��Dz� to change schools is about planning the best educational path for your child, being aware of the possibilities, and setting a strategic course. Keep your ear to the ground for the “off-the-record” information from informed teachers and parents, and check for the latest official information though your mairie or Académie/Rectorat, parent groups such as the PEEP and the FCPE, or by subscribing to publications such as La Lettre des Parents, which informs parents of educational reforms and changes in official procedures.

Margaret Jenkins

Margaret Jenkins is the Assistant Director of the American Section of the ���⳦é�� International in Saint Germain-en-Laye. She has been at the school for past seventeen years and has worked in nearly every aspect of school administration, notably piloting the growth of the school’s advancement program, integrating communications, community relations, development, and alumni relations. She also works closely with secondary students, including leading a long-standing community service and culture exchange trip to India. In her spare time, she serves on COGNIA accreditation teams for schools worldwide, and is involved with local non-profits, such as 91��Ƶ, USAGSO, and the Wellesley Club of Paris. 

What is inclusive education?

“Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.”(1)

What does this really mean? It’s simple.

All children can learn, but all children learn differently. Every child should attend mainstream school in a common learning environment with their same-age peers regardless of perceived ability or level of disability. All children benefit from inclusive education because all children belong.

One of the most important features of inclusive schools is that all students of different abilities are taught in a common learning environment for the majority of regular instruction hours. In other words, simply housing children with disabilities in the same school building as their peers but keeping them segregated for the majority of the day does not count as inclusive education. Curriculum development that assumes competence and sets high standards for all students while developing learning goals that are in accordance with each child’s abilities is a key feature of inclusion. The cookie-cutter approach to teaching and learning is obsolete. Children do not all need to have the same educational goals to learn and grow together in a regular classroom.

We must shift the perspective from how to best educate children with disabilities to how to best educate all students in the same environment in ways that are meaningful to all. Inclusion is about considering the whole child, from academics to emotional intelligence, social skills, and more, and finding ways to include every student in the classroom. All aspects of the school environment must be considered, from the physical school building, to teacher training and support staff, curriculum design and implementation.

But does it work?

One of the most frequent sentiments expressed when inclusive education is discussed is that of “It sounds great, but does it actually work?” 

The short answer is YES, and there is over 30 years of research to back it up. 

A common fear of opening up classrooms to children with disabilities or behavioural concerns  is that their needs will affect the learning environment and negatively impact the academic achievement of their peers. This has been proved to be false several times over. A 2013 study compared the achievement of 202 low, average, and high achieving students in classrooms in which students with disabilities were present, and an equal number of students in classrooms where they were not. There was no significant difference in the academic achievement progress of any of the students from classrooms with or without inclusion of disabled students.(2)  

Earlier research found similar results. In 2007, researchers from the University of Manchester systematically reviewed a set of studies from 26 studies from the United States, Australia, Canada, and Ireland, and found that 81% of study findings indicated that nondisabled students either experienced no effects (58%) or experienced positive effects (23%) on their academic development as a result of being educated alongside students with disabilities,”(3)

The impact on disabled students when included in mainstream classrooms was overwhelmingly positive from an academic and social standpoint. A study of over 1300 students within 180 school districts in the United States showed a strong relationship between the amount of time spent in general education classes and achievement in math and reading. A different study looking at the outcomes of 11,000 students in the United States showed that regardless of disability, more time spent in a general education classroom correlated with fewer absences, fewer referrals for misbehavior, and more post-secondary and employment options.(4)

What are the benefits of inclusion for all children?

As most school brochures will tell you, school is about more than just academics. It is  a place to learn to be part of a community, to make friends, and to learn the rules of society. Schools offer activities outside the classroom such as sports, artistic activities, field trips, and other social activities that are often off-limits to children in segregated special education classrooms. Likewise, inclusive education practices result in benefits that extend beyond that of academic achievement. For ALL children, the benefits of inclusion include: opportunities for diverse friendships, improved social skills and wider social networks, peer modeling that works both ways, problem solving skills, positive self-image, acceptance and respect for others, increased understanding and acceptance of difference, shared learning opportunities, and better readiness for inclusion outside of the school environment.(5)

If one of the functions of school is to prepare children for life in society as adults, the importance of inclusion for all becomes even more apparent. If disabled individuals are segregated in the mainstream education system as children, what place is there for them in society as adults? Inclusive education prepares all students for adult life in an inclusive society, by affirming that disabled individuals are full members of society with their own individual strengths, weaknesses, needs, and gifts to offer the world just like their non-disabled peers. When every individual is supported to achieve their full potential, everyone benefits.

Resources

Kathleen Sperduti

Kathleen Sperduti is a wife and mother of two boys, Xavier and Etienne. A former high school teacher, she currently works freelance part-time and dedicates the rest of her time to supporting EKIPP and the families it serves.

Erin Reeser

Erin Reeser is a wife and mother of two children, Lucie and Felix. She works full time in study abroad and dedicates the rest of her time to supporting EKIPP and the families it serves.

EKIPP

EKIPP–Extraordinary Kids in Paris…and their Parents too! is now an advocacy and support network for anglophone and multilingual individuals and families of children with complex learning, medical, or physical needs. We celebrate diversity in all its forms. More importantly, it is a lifeline for parents like us, looking for social connections for themselves and their children. The best part? Through EKIPP, we have found our tribe.

Reading with your children in English (or any other language)

A consideration unique to non-French parents living in France is how to teach their children to read in their “other” native language. For Anglophones, there are many bilingual schooling options available, but these may not be practical or affordable. So how do you help develop and maintain reading in both languages at home? 

One of the most important factors in developing bi-literacy is the learner’s desire to read. Observing family members reading and providing appealing material will stimulate this desire. We begin reading to and with our children when they are young. We share this pleasure with them as they mature; reading and discussing with them as literature choices become more complicated.  If you continue reading to your children when they are able to read by themselves you will continue to improve and develop their vocabulary. 

Get Dramatic

If the child is speaking English, French reading skills can usually easily transfer to English. While reading a story with your child, invite her to participate in a reading dialogue with you. For example, ask the child to read a well-known line “The smallest one was…Madeline,” (from Madeline by Bemelmans), “But he was still hungry” (from The Very Hungry Caterpillar by the late great Eric Carle), or a character’s speech like “Who’s been sleeping in MY bed?” or “Grandmother, what big eyes you have!” Ask them to “replay” the text (to reinforce the vocabulary) louder or in a frightened voice. 

Focus on a Few Sight Words

There are about 200 common English words that can be mastered by “sight.” These frequently encountered words are not easily “sounded-out” and therefore need to be recognized on sight; for example, “the”, “one”, “through”, and “said” are common words but are phonetically challenging to a new reader. Introduce and reinforce these words in tiny reading doses, for example, by leaving notes to motivate your children to read them.

Keep a white board for drawing and jotting messages to and from your family

1. Brush teeth
2. Put away clothes. Thank you – from Mom
3. Get dressed
   (NB. The more challenging word – clothes – is in the middle. This gives context to help them figure it out.)

Progress from simple terms such as “pick up/put away” to “straighten up.” Use simple words like “mom” before “mother.” “Your allowance has been raised,” or “You can eat these cookies for your snack,” might get more attention than “Make your bed,” despite the more complex language. Use familiar vocabulary.

Place Post-It Notes all Over the House

Plaster the toilet wall, their bedroom door and your refrigerator with posters, bumper stickers, silly greeting cards or cartoons with simple short captions. Hide notes in incongruous places (“Smile, my pretty girl” on her bathroom mirror; “Good night, my love” under his pillow).

Write Together

Another way to reinforce reading vocabulary is to sit together at a computer. You type as your child dictates a story or a thank you letter to grandma. Reading is an intermediary step between speaking and writing. While they scan the screen reading their own text to make sure you don’t make mistakes, they will learn reading and spelling.

Show them all the interesting things to read around them

Incite your kids to decipher the English around them. Point out all the languages on cereal packages, the instructions to a game, on billboards. Subscribe to magazines about their favorite hobby that can be casually perused. Advertisements and cartoons may provide opportunities to explain embedded contextual cultural clues. While cooking together, ask them to help read the next ingredient in a recipe. Ask the child to supply captions to vacation photos in an album.

Read Together

You might want to try reading a bedtime story up to a significant moment in the plot, then leave the book on the night table. Your child might continue to read ahead after you turn out the light and tell them to go to sleep. Discuss what you are reading during meals.

You can complete your child’s language acquisition by continuing to enjoy reading together as their own skills develop. Reading is an individual affair but can be shared and reinforced within the family at all ages.

Janine Brimbal

Ms. Brimbal found an early connection to linguistics and non-verbal communication. Love of great literature qualified her as a Title I resource teacher. While clowning around the nation’s capital disguised as a bear or the tap-dancing-Empire-State-Building, she taught drama at the Smithsonian Institution and participated in performing arts educational research and training projects. She used Contact Improvisation to develop Wheelchair Dance with adults, and is proud to have participated in the passing of the Americans With Disabilities Act and directed a project to assist in the integration of children with disabilities.  

Fortuitously performing at the Alternative Theatre Festival in Nancy, she found herself in France, and the food convinced her to stay. She directed a local ���⳦é�� theatre group for 17 years and has published articles on drama and disability in a number of international publications. Currently retired and the mother and grandmother of brilliant researchers, Janine is thrilled to contribute to 91��Ƶ in any way.