Current Position

Résultat de recherche d'images pour "the world bank image"

Consultant ,  Poverty and Equity Global Practice



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Résultat de recherche d'images pour "the world bank image"

Consultant ,  Poverty and Equity Global Practice (August 2019- Present)




Directorate for Education and Skills  ( September 2018 – June 2019) 

Contribution to the publication Education at a Glance. Indicators creation and analysis. Data cleaning, harmonization and analysis.

Working papers and analysis on gender and education related issues.

Résultat de recherche d'images pour "the world bank image"

Consultant ,   Education Global Practice Unit (June 2018- September 2018)

Construction of indicators on the behavior of teachers using psychometric methodologies.

Analysis: use of econometric methods to evaluate the impact of teachers behaviors on students’ schooling outcome in 7 Sub-Saharan African countries 



Aix-Marseille School of Economics

 Research Scholar & Teaching Assistant (Dec 2017-Aug 2018)

Ph.D. Student,  in Economics, (Sept 2014 – Dec  2017)

Research on on the quality of education provision and the impact of different factors (gender, economic capital, university…) on the equal access to an education of quality.

Teaching statistics, probability and mathematics to bachelor students.


 Research Intern,  Health National Report  (May 2013- July 2013). 

Data treatment and econometric analysis on the working life of persons suffering from chronic diseases.


Research Intern Apr-June 2012

Estimating a non marketable good. Study commissioned by the French government, regarding the creation of the Calanques National Park.



Thesis: Three Essays in Economics of Education: An Econometric Approach

Aix-Marseille Univ. (Aix Marseille School of Economics).

During my thesis I worked mainly on three research articles (See section RESEARCH for more details). The first two have been submitted, one  is under the status « Revise and Resubmit » in the European Journal of Political Economy and the other is forthcoming in the Journal of Economic Inequality.  My research focuses on the quality of education provision and examines the impact of different factors (gender, economic capital, university…) on the equal access to an education of quality. My first paper investigates academic wage formation in the U.S. and the efficiency of universities’ policies in order to attract but also to keep best academics.  My second paper evaluates the quality of public school according to the wage polarization of the school district and households’ behaviors when it comes to taxation and voting.  Finally in my third paper, I test the impact of negative gender stereotypes at school on girls’ results in mathematics.


(Oct 2014- April 2018)

Mathematics, BA in Economics (1st Year).

Statistics, BA in Economics (1st Year).

Probability, BA in Economics (2nd year).

Aix Marseille School of Economics.

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2014 – 2017 Ph.D. in Economics, Aix-Marseille Univ. (Aix-Marseille School of Economics), Three Essays in Economics of Education: An Econometric Approach. Jury: Karim Abadir (referee), Stephen Bazen (chairman), Michel Lubrano (advisor), Christian Robert (examiner), Mareva Sabatier (referee).

2013 – 2014 Master in Econometrics (2nd Year, Research), with honors.

Aix-Marseille Univ. (Aix Marseille School of Economics), CNRS & EHESS, Marseille.

2012 – 2013 Master in Economics (1st Year), with honors.

Aix-Marseille Univ. (Aix Marseille School of Economics), CNRS & EHESS, Marseille. Universidad Carlos III de Madrid (Exchange student).

2011 – 2012 BA in Economics and Management, with honors.

Aix-Marseille Univ. (Aix Marseille School of Economics), CNRS & EHESS, Marseille.

2011 – 2014 Magistère Ingénieur-Économiste, with high honors.

2009 – 2011 Classes préparatoires, Hypokhâgne-Khâgne B/L , Social Sciences.

Lycée Notre-Dame/Saint Sigisbert, Nancy.

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Working Papers/Submitted Papers

If I Were a Boy: Gender Stereotypes at School.


This paper aims at quantifying gender stereotypes at school. How does self-perceptions and gendered- oriented-expectations of others influence children’s self -perception of their capabilities? Using PISA data with a specific focus on mathematics,I first construct an index of self-confidence using multiple correspondence analysis. In a second step, I regress this index over PISA scores and other control variables and apply a decomposition method in order to see which part of the difference between boys and girls self-confidence is explained by characteristics and which part is not. Despite the high number of explanatory variables, the decomposition highlights a substantial part in differences between girls and boys that can be attributed to stereotypes and not to characteristics.

 A Bayesian Look at American Academic Wages: Where are the Superstars?

With Michel Lubrano (AMSE-GREQAM), (Forthcoming: Journal of Economic Inequality)


The paper investigates academic wage formation and develops tools in order to detect the presence of superstars. We model wage distributions using a hybrid mixture formed by a lognormal distribution for regular wages and a Pareto distributions for higher wages, using a Bayesian approach, particularly well adapted for inference in hybrid mixtures. The presence of superstars is detected by studying the shape of the Pareto tail. Contrary to usual expectations, we did found some evidence of superstars, but only when recruiting assistant professors. When climbing up the wage ladder, superstars disappear. For full professors, we found a phenomenon of wage compression as if there were an upper bound, which is just the contrary of a superstar phenomenon. Moreover, a dynamic analysis shows that many recruited superstars did not fulfil the university expectations as either they were not promoted or left for lower ranked universities.

Education Politics, Schooling Choice and Public School Quality: Does Income Polarisation Matter?

With Paolo Melindi-Ghidi (BETA, Université de Strasbourg & GREQAM) and Michel Lubrano (AMSE-GREQAM). (R&R European Journal of Political Economy)


Do communities with the same level of inequality but a different level of income polarisation perform differently in terms of public schooling? To answer this question, we extend the theoretical model of schooling choice and voting developed by de la Croix and Doepke (2009), introducing a more general income distribution characterised by a three-member mixture instead of a single uniform distribution. We show that not only income inequality, but also income polarisation, matters in explaining disparities in public education spending across communities. Public schooling is an important issue for the middle class, which is more inclined to pay higher taxes in return for better public schools. Contrastingly, poorer households may be less concerned about public education, while rich parents are more willing to opt out from the public system, sending their children to private schools. Using micro-data covering 724 school districts of California and introducing a new measure of income polarisation, we find that school quality in low-income districts depends mainly on income polarisation, while in richer districts it depends mainly on income inequality.

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« Écoles d’ingénieurs – Dans quels pays les femmes diplômées sont-elles plus nombreuses que les hommes?  » Click here

Le Monde (Blog: l’éducation déchiffrée, 13 décembre 2018)

« Égalité des chances – l’accès à l’université est-il plus inégalitaire en France qu’ailleurs? » Click here

Le Monde (Blog: L’éducation déchiffrée, 14 décembre 2018)