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Opportunities in Higher Education: An Application to France

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  • Magali Jaoul-Grammare
  • Brice Magdalou

Abstract

This paper first sets out criteria to evaluate the inequality of opportunity in higher education. We propose a two-level classification, by distinguishing the categorical and the counterfactual approaches. For each approach, we consider dominance quasi-orderings and inequality measures. We then apply these criteria to the French higher education system, by comparing the situation in 1992 and 2004. Our main findings suggest (i), that there is inequality of opportunity in each of the two years, and (ii), that the inequality of opportunity tends to increase during the reporting period, especially the opportunity to graduate in the lowest and the highest levels of education.

Suggested Citation

  • Magali Jaoul-Grammare & Brice Magdalou, 2013. "Opportunities in Higher Education: An Application to France," Annals of Economics and Statistics, GENES, issue 111-112, pages 295-325.
    • Handle: RePEc:adr:anecst:y:2013:i:111-112:p:295-325
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    File URL: http://www.jstor.org/stable/23646335
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    Cited by:

    1. Gaelle Aymeric & Emmanuelle Lavaine & Brice Magdalou, 2025. "Parental environment and student achievement: Does a Matthew effect exist?," Papers 2510.18481, arXiv.org.
    2. Flaviana Palmisano & Vito Peragine & Federico Biagi, 2019. "Inequality of opportunity in tertiary education in Europe," JRC Research Reports JRC118543, Joint Research Centre.
    3. Flaviana Palmisano & Federico Biagi & Vito Peragine, 2022. "Inequality of Opportunity in Tertiary Education: Evidence from Europe," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(3), pages 514-565, May.

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