Abstract
For a long time, the organization of French schools has been dominated and controlled by the symbolic strength of the institution and by the weight of general norms, with control by the inspectorate ensuring compliance with professional standards and the unity of the system. In the last twenty years, statistics, evaluations and national and international comparisons have brought about a profound change. The legitimacy of school policies has shifted and relies now on the use of expert assessment and planning; management by targets is coming to replace compliance bureaucracy. However, the influence of this new model is not as strong as it seems, because runs up against an image of the teaching profession and its autonomy that is inseparable from the republican institutional tradition. As a result, two bureaucratic models mix and sometimes clash. The new management model supported by instruments has not taken the place of the “old” institutional bureaucracy.
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