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Âge d'entrée à l'école, accumulation de capital humain et parcours scolaire. Le cas de la France

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  • Nicolas Fleury

Abstract

This article econometrically evaluates the impact of age at primary school entry on individual human capital accumulation and educational guidance for the French case. We use the natural experiment formed by the variation in the individuals’ birth month and by the possibility of late or early entries, allowing for substantial variations in the effective age at school entry at school. We use the ‘Training and Occupational Skills’ (Formation et Qualification professionnelle) surveys and show that age of entry has no impact on indicators of human capital accumulation (years of schooling, level of diploma), but influences the educational guidance (to repeat a year, to pursue vocational education). Regressions conducted on sub-samples of women and men qualify these results. Classification JEL : I21, J13, J24

Suggested Citation

  • Nicolas Fleury, 2012. "Âge d'entrée à l'école, accumulation de capital humain et parcours scolaire. Le cas de la France," Revue économique, Presses de Sciences-Po, vol. 63(3), pages 475-490.
  • Handle: RePEc:cai:recosp:reco_633_0475
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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