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THE EVALUATION RESEARCH UTILIZATION QUESTION IS ADDRESSED IN THIS ESSAY. AN IDEALIZED MODEL OF EVALUATION IS DESCRIBED AND COMPARED WITH AN "ACTUAL' MODEL, I.E., ONE USED IN A RITUAL SENSE TO CALM THE CITIZENRY OR TO RESOLVE CONFLICT. THE AUTHOR ARGUES IN FAVOR OF THE VALUE OF EVALUATION RESEARCH AND ITS USEFULNESS IN THE POLICY MAKING PROCESS.

This thesis presents three ex-post evaluations of public policies in France in the education field. Each section aims to contribute to the interdisciplinary analytical framework of evaluation, by using the tools of econometric modelization. The first chapter focus on the effects on secondary teachers, of the 2003 reform of the public retirement system (modification of financial incentives). Stock and Wise model is structurally estimated. The second chapter measures the impact of a feature of the 2010 reform (following-up of the 2003 reform), namely the increase in the minimum legal age of retirement, on sick leaves of secondary teachers. A theoretical optimization model is built in order to develop hypothesis, that are then tested in dynamic non-linear panel data regressions. The last chapter evaluates the impact at the high-school level of a French program of affirmative action. A classic differences-in-differences methodology measures how the program affects the access rate to higher education. ; Cette thèse propose trois évaluations ex-post de politiques publiques en France dans le monde de l'éducation. Chacune des sections vise à contribuer au cadre d'analyse interdisciplinaire de l'évaluation en apportant les outils de la modélisation économétrique. Le premier chapitre de la thèse s'intéresse aux effets, sur les enseignants du second degré, de la réforme de 2003 du système public français des retraites (modification des incitations financières). Le modèle de Stock and Wise y est estimé de manière structurelle. Le second chapitre analyse une composante de la réforme de 2010, à savoir le relèvement progressif de l'âge légal minimal de départ en retraite, et son impact sur les congés maladie de courte durée. Un modèle théorique d'optimisation est bâti, afin de justifier les régressions en panel dynamique non-linéaire. Le dernier chapitre évalue l'impact, à l'échelle du lycée, d'un programme français de discrimination positive sur l'accès global à l'éducation supérieure. Une méthodologie classique de ...

This thesis presents three ex-post evaluations of public policies in France in the education field. Each section aims to contribute to the interdisciplinary analytical framework of evaluation, by using the tools of econometric modelization. The first chapter focus on the effects on secondary teachers, of the 2003 reform of the public retirement system (modification of financial incentives). Stock and Wise model is structurally estimated. The second chapter measures the impact of a feature of the 2010 reform (following-up of the 2003 reform), namely the increase in the minimum legal age of retirement, on sick leaves of secondary teachers. A theoretical optimization model is built in order to develop hypothesis, that are then tested in dynamic non-linear panel data regressions. The last chapter evaluates the impact at the high-school level of a French program of affirmative action. A classic differences-in-differences methodology measures how the program affects the access rate to higher education. ; Cette thèse propose trois évaluations ex-post de politiques publiques en France dans le monde de l'éducation. Chacune des sections vise à contribuer au cadre d'analyse interdisciplinaire de l'évaluation en apportant les outils de la modélisation économétrique. Le premier chapitre de la thèse s'intéresse aux effets, sur les enseignants du second degré, de la réforme de 2003 du système public français des retraites (modification des incitations financières). Le modèle de Stock and Wise y est estimé de manière structurelle. Le second chapitre analyse une composante de la réforme de 2010, à savoir le relèvement progressif de l'âge légal minimal de départ en retraite, et son impact sur les congés maladie de courte durée. Un modèle théorique d'optimisation est bâti, afin de justifier les régressions en panel dynamique non-linéaire. Le dernier chapitre évalue l'impact, à l'échelle du lycée, d'un programme français de discrimination positive sur l'accès global à l'éducation supérieure. Une méthodologie classique de différences-en-différences est employée.

Public policy evaluation consists typically of measurements of various criteria, which are then combined into an overall assessment. This paper deals with a few caveats concerning these types of assessments. Some of these pertain to inhomogeneity of observed units, some to the number of criteria applied & some to the combination methods. It turns out that inconsistencies encountered in the evaluation are closely related to those discussed in the theory of voting. Thought experiments are suggested as ways of reducing the significance of evaluation pitfalls. 20 References. [Copyright 2005 Elsevier B.V.]

AbstractScientific evidence has become increasingly important for the decision-making processes in contemporary democracies. On the one hand, research dealing with the utilization of scientific knowledge in the political process has pointed out that decision-makers learn from evidence to improve policies to solve problems. On the other, scholars have underlined that actors learn from evidence to support their political interests regardless of how it affects the policy problem. One conventional insight from the policy learning literature is that higher salience of a policy issue makes it much less likely that decision-makers use evidence in an "unpolitical" way. Nevertheless, only few studies have investigated systematically how differences regarding issue salience between policy fields impact on how decision-makers learn from evaluations at the individual level. Using multilevel regression models on data from a legislative survey in Switzerland, this paper shows that salience and technical complexity of policy issues do not automatically lead to less policy learning and to more political learning from policy evaluations. Nevertheless, this article's empirical analysis also points out that issue salience increases policy learning from evaluations if the policy issue is technically complex. Our findings contribute to research on policy learning and evidence-based policy making by linking the literature on policy evaluation and learning, which helps analyzing the micro-foundations of learning in public policy and administration.