Rendimiento académico universitario de los estudiantes de Licence en Francia: Una lectura desde la Economía de la educación

This paper analyzes the outcomes of the 2017 high school graduate cohort enrolled in the first year of Bachelor's degree programs (Licence) in France, based on data from the Ministry of Higher Education and Research (MESR-SIES, 2022). The study examines university academic performance through established theoretical frameworks from the economics of education, including human capital theory, educational choice models under imperfect information, opportunity inequality analysis, educational production function, and institutional value-added assessment. The data reveal that only 45.9% of students completed their degree in three or four years, with marked differences according to high school track, socioeconomic background, and gender. These disparities raise fundamental questions regarding the efficiency of the university system as a mechanism for social mobility and about the public policies necessary to reduce inequalities in effective access to higher education.