Abstract
This article examines the effect of quarter of birth on school years during kindergarten and primary school from data of several recent researches realized in France. Results show that pupils born at the beginning of the civil year obtain best academic performances that these born at the end of the year and have a more high probability to follow schooling without repeating. Nevertheless, the effect of quarter of birth seems more marked in kindergarten and first elementary school year than to more advanced steps of schooling (3rd primary year and 1st year of secondary school). Pedagogical implications of gaps in psychological development linked to the quarter of birth and to the age of children are discussed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
