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Early schooling and later outcomes : Evidence from pre-school extension in France

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  • Dumas Christelle
  • Lefranc Arnaud

    ()
    (Universite de Cergy-Pontoise, THEMA, F-95000 Cergy-Pontoise.
    Universite de Cergy-Pontoise, THEMA, F-95000 Cergy-Pontoise.)

Abstract

Over the 1960s and 1970s, France undertook a large-scale expansion of preschool enrollment. As a result, during this period, the enrollment rate of 3 years old children rose from 35% to 90% and that of 4 years old rose from 60% to virtually 100%. This paper evaluates the eect of such an expansion on subsequent schooling outcomes (repetitions, test scores, high school graduation) and wages. We find some sizeable and persistent effect of preschool and this points to the fact that preschool can be a tool for reducing inequalities. Indeed, the analysis shows that children from worse-off or intermediate social groups benefit more from preschool than children from better-off socioeconomic backgrounds.

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Bibliographic Info

Paper provided by THEMA (THéorie Economique, Modélisation et Applications), Université de Cergy-Pontoise in its series THEMA Working Papers with number 2010-07.

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Date of creation: 2010
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Handle: RePEc:ema:worpap:2010-07

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Keywords: education; preschool; France;

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Cited by:
  1. Ylenia Brilli & Daniela Del Boca & Chiara Monfardini, 2013. "Child Care Arrangements: Determinants and Consequences," CHILD Working Papers Series 18, Centre for Household, Income, Labour and Demographic Economics (CHILD) - CCA.
  2. Ylenia Brilli, 2012. "Public and parental investments in children. Evidence from the literature on non-parental child care," CHILD Working Papers Series 6, Centre for Household, Income, Labour and Demographic Economics (CHILD) - CCA.
  3. Diana Warren & John P. Haisken-DeNew, 2013. "Early Bird Catches the Worm: The Causal Impact of Pre-school Participation and Teacher Qualifications on Year 3 National NAPLAN Cognitive Tests," Melbourne Institute Working Paper Series wp2013n34, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.

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