During the 1960’s, central administrations and local representatives of the State met with few obstacles in creating the network of schools, CES (secondary schools) and CEGs (colleges of general education), intended for educating 11-15 year olds. A first reason for this is that the financial and regulatory measures taken between 1925 and 1959 provided the State with great autonomy vis-à-vis municipalities for deciding to create schools. A second reason is the State Planning Commission’s involvement in the educational policy, after 1955, which boosted the collection of demographic and educational statistics and introduced arguments in terms of school enrolment rates. The consequences of this conjuncture on the CES school map are illustrated through a sample of about twenty departments. Between 1959 and 1963, academy inspectors (chief education officers) offset up many new CEGs, like in the past. The impact of the school map commissions after 1963 was low in departments with high schooling rates, where first cycles of senior high schools and complementary lessons (and then CEGs) set up before 1963 were maintained, and in large cities where they were subsequently implemented, and strong in departments with low post-elementary schooling rates or undergoing rapid demographic growth.