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In this paper, we analyze the changes in the risks of involuntary job loss in France between 1982 and 2002. We find that these risks are higher in the 1990s than they were in the 1980s. We develop an econometric analysis to separate the effects of institutional changes from the effects of new technologies. Our estimates show that the rise in job loss rates is significantly more pronounced in industries that have the largest share of R&D workers and the largest rate of new technologies' users. These findings suggest that technological changes contribute to decreasing the incentive to keep workers for long period of time and to increasing job insecurity. JEL classification: J23; J63 Keywords: Job security; Labor demand; Seniority

Assessing the ability of schools to help their students to progress is a complex exercise, as it is difficult to distinguish between the effects brought about by the school itself and those resulting from the characteristics of the students they enrol. This article starts by describing the two main statistical models currently in use (Value-Added models and Student Growth Percentile models) and discusses their advantages and limitations in the light of recent literature. It then proposes indicators to complement the traditional measures of the value-added of schools, in particular by assessing whether the results achieved by the students of a high school are more or less dispersed than would be expected given the characteristics of its students. These indicators are useful for assessing the relevance of the information provided by the indicators on average effect of the schools. This method is applied using exhaustive data on baccalaureate grades from 2015. [ABSTRACT FROM AUTHOR]