{"id":5766,"date":"2016-07-01T16:48:57","date_gmt":"2016-07-01T20:48:57","guid":{"rendered":"https:\/\/srdc.u7wpdev.com\/project\/long-term-impacts-of-supporting-all-students-leaving-high-school-to-apply-to-college-or-university\/"},"modified":"2022-11-21T10:30:49","modified_gmt":"2022-11-21T15:30:49","slug":"les-effets-a-long-terme-daider-tous-les-eleves-qui-terminent-le-secondaire-a-faire-une-demande-dadmission-au-college-ou-a-luniversite","status":"publish","type":"project","link":"https:\/\/www.srdc.org\/fr\/project\/les-effets-a-long-terme-daider-tous-les-eleves-qui-terminent-le-secondaire-a-faire-une-demande-dadmission-au-college-ou-a-luniversite\/","title":{"rendered":"Les effets \u00e0 long terme d\u2019aider tous les \u00e9l\u00e8ves qui terminent le secondaire \u00e0 faire une demande d\u2019admission au coll\u00e8ge ou \u00e0 l\u2019universit\u00e9"},"content":{"rendered":"

Ce rapport pr\u00e9sente les derniers r\u00e9sultats du projet La vie apr\u00e8s le secondaire. Les r\u00e9sultats du rapport pr\u00e9c\u00e9dent sur la vie apr\u00e8s l\u2019\u00e9cole secondaire (Ford et\u00a0coll., 2013) appuyaient la notion de l\u2019\u00e9conomie comportementale selon laquelle des diff\u00e9rences relativement faibles dans l\u2019approche (p.\u00a0ex. le \u00ab\u00a0coup de pouce\u00a0\u00bb que peut procurer un atelier de trois heures) peuvent avoir des cons\u00e9quences importantes sur le comportement, en ce sens qu\u2019elles ont incit\u00e9 beaucoup plus d\u2019\u00e9l\u00e8ves de 12e<\/sup>\u00a0ann\u00e9e \u00e0 remplir des demandes d\u2019admission \u00e0 des \u00e9tudes postsecondaires.<\/p>\n

\u00c9tonnamment, pour l\u2019ensemble des \u00e9l\u00e8ves et des sous-groupes pr\u00e9s\u00e9lectionn\u00e9s, l\u2019intervention n\u2019a pas conduit \u00e0 une augmentation des inscriptions \u00e0 des \u00e9tudes postsecondaires dans l\u2019ann\u00e9e qui a imm\u00e9diatement suivi la derni\u00e8re ann\u00e9e d\u2019\u00e9tudes secondaires. Ce rapport d\u2019\u00e9valuation final cherche \u00e0 r\u00e9pondre aux questions en suspens, \u00e0 savoir si les \u00e9l\u00e8ves \u00e9taient motiv\u00e9s \u00e0 poursuivre des \u00e9tudes postsecondaires plus tard en restant au secondaire pendant une ann\u00e9e suppl\u00e9mentaire ou plus longtemps en pers\u00e9v\u00e9rant dans leurs \u00e9tudes.<\/p>\n

L\u2019analyse de donn\u00e9es suppl\u00e9mentaires dans le cadre de cette \u00e9tude permet de d\u00e9tecter des inscriptions suppl\u00e9mentaires parmi les \u00e9l\u00e8ves des \u00e9coles du programme et d\u2019am\u00e9liorer ainsi la compr\u00e9hension des r\u00e9ponses comportementales des jeunes face \u00e0 de telles approches \u00ab\u00a0coup de pouce\u00a0\u00bb.<\/p>\n

Il s\u2019agit du dernier livrable de la Fondation Max\u00a0Bell, qui \u00e9value l\u2019incidence de la vie apr\u00e8s l\u2019\u00e9cole secondaire sur les r\u00e9sultats postsecondaires \u00e0 long terme.<\/p>\n

Rapport disponible en anglais seulement.<\/em><\/p>\n

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