and Germany: Modeling Selectivity and Outcomes”, submitted to the Swiss Leading House

Preliminary version: Please do note cite without permission This paper estimates returns to schooling within a framework which incorporates the qualitative nature of the French schooling system. We estimate a sequential dynamic discrete choice model of school-ing decisions. In our model, individuals can acquire general skills or professional skills, both in High School and at higher education un-dergraduate level. Our approach allows us to account for individuals self-selection into various education paths. We find evidence that pro-fessional training offers interesting possibilities to those who do not have strong academic skills. Indeed, in some cases, those who com-plete professional training may outperform those who fail from the academic track