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Early schooling (schooling before the age of six) is becoming more and more widespread in Côte d'Ivoire, particularly in urban areas, without really knowing its real impact on the psychological and socio-cultural development of the child. Also, no link has been formally established between early schooling and academic success. This dissertation aimed to show the real consequences of early schooling on the performance of primary school pupils. The analysis of the results of field surveys shows that children who are enrolled early (4-5 years old) have difficulties in almost all the areas (subjects) studied in CP. These difficulties are more significant in reading and mathematics, although exceptions can be recorded. Their peers (7-year-olds) were the most successful. Social origin does not seem to have a direct impact on the learner's performance, but rather it is the supervision provided that determines his or her academic performance.