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Abstract
This article investigates the effect of a decrease in the speed limit for motor vehicles on bicycle commuting in French cities. I use a difference-in-differences event study design to measure a possible causal effect of motor vehicle speed limits on changes in bicycle traffic. I do not find any effect of the reduction of the speed limit from 50 km/h to 30 km/h on bicycle commuting. This result is important for public policy design, since increasing the number of bicycles is one of the benefits that politicians expect from decreasing the speed limit for motor vehicles.

Chapter 1 provides a critical and multidisciplinary review of the literature and identifies three motifs for the introduction or increase of tuition fees whose validity we question in each case. Chapter 2 examines the theoretical conditions that would make the establishment of tuition fees desirable, even when taking into consideration the existence of different social classes with distinct behaviors. Chapter 3 highlights the divergent nature of the results presented in the literature review before providing a typology of institutional contexts. The next three chapters provide the first study analyzing the effects of introducing tuition fees in the French university context. In chapter 4 we show that the introduction of tuition fees in University Paris 9 Dauphine strengthened the effects of social segregation and inequality. In chapter 5 we extend this approach to show that results developed in the theoretical literature, tuition fees do not increase the level of success. Finally, in chapter 6, we discuss the possible generalization of preceding results beginning by highlighting the unique nature of the students at University Paris 9 Dauphine when compared to the broader French academic landscape. The theoretical limits to the introduction of tuition fees (Part I), confirmed empirically (Part II), lead us to return in the last part of our thesis to the typology constructed in Chapter 3 in order to discuss how the "social democratic" institutional regime might help ensure equity, efficiency, and the funding needs of universities in the French context. ; Cette thèse étudie les effets des frais d'inscription sur les étudiants dans l'enseignement supérieur. Dans la première partie, nous menons une analyse théorique des motivations aux frais d'inscription. Le chapitre 1 dresse une revue critique et pluridisciplinaire de la littérature et dégage trois motivations à leur introduction ou à leur relèvement (l'effet redistributif, l'effet incitatif et l'effet contributif) dont nous contestons la validité. Le chapitre 2 ...

This thesis investigates the effects of tuition fees on students in french higher education . In the first part, we conduct a theoretical analysis of the motivations for the tuition fees. Chapter 1 provides a critical and multidisciplinary review of literature and identifies three motivations for the introduction or increase of tuition fees (the redistributive effect, the incentive effect and the contributory effect) from wich we question the validity. Chapter 2 examines the theoretical conditions that make the establishment of tuition fees desirable, even that exist different social classes with distinct behaviors. We show, using recent developments in behavioral economics, that the implementation of decreasing tuition fees, if it can be a fair solution of a purely theoretical point of view, raises other problems. The second part of this thesis focuses on national experiences in implementing tuition fees. Chapter 3 highlights the contrasted nature of the results presented in the literature review before to provide a typology of institutional contexts. Two regimes appear consistent even if their fundamentals are radically different (the 'liberal'' and 'social democratic" welfare states), while the "conservative" French regime appears difficult to sustain. The following three chapters provide the first study on the effects of the introduction of tuition fees in the French university context. We begin by looking two aspects of efficiency related to the introduction of tuition fees : (i) a selection effect and (ii) an incentive to effort effect. In Chapter 4, we show that the introduction of tuition fees in University Paris 9 Dauphine strengthens the effets of social segregation. In Chapter 5, we extend this approach by showing, contrary to the results developed in the theoretical literature, that tuition fees do not increase the level of success and therefore the incentives to effort for students. Finally, in Chapter 6, we discuss possible generalization of previous results beginning with analyzing the specific ...

Chapter 1 provides a critical and multidisciplinary review of the literature and identifies three motifs for the introduction or increase of tuition fees whose validity we question in each case. Chapter 2 examines the theoretical conditions that would make the establishment of tuition fees desirable, even when taking into consideration the existence of different social classes with distinct behaviors. Chapter 3 highlights the divergent nature of the results presented in the literature review before providing a typology of institutional contexts. The next three chapters provide the first study analyzing the effects of introducing tuition fees in the French university context. In chapter 4 we show that the introduction of tuition fees in University Paris 9 Dauphine strengthened the effects of social segregation and inequality. In chapter 5 we extend this approach to show that results developed in the theoretical literature, tuition fees do not increase the level of success. Finally, in chapter 6, we discuss the possible generalization of preceding results beginning by highlighting the unique nature of the students at University Paris 9 Dauphine when compared to the broader French academic landscape. The theoretical limits to the introduction of tuition fees (Part I), confirmed empirically (Part II), lead us to return in the last part of our thesis to the typology constructed in Chapter 3 in order to discuss how the "social democratic" institutional regime might help ensure equity, efficiency, and the funding needs of universities in the French context. ; Cette thèse étudie les effets des frais d'inscription sur les étudiants dans l'enseignement supérieur. Dans la première partie, nous menons une analyse théorique des motivations aux frais d'inscription. Le chapitre 1 dresse une revue critique et pluridisciplinaire de la littérature et dégage trois motivations à leur introduction ou à leur relèvement (l'effet redistributif, l'effet incitatif et l'effet contributif) dont nous contestons la validité. Le chapitre 2 ...

This thesis investigates the effects of tuition fees on students in french higher education . In the first part, we conduct a theoretical analysis of the motivations for the tuition fees. Chapter 1 provides a critical and multidisciplinary review of literature and identifies three motivations for the introduction or increase of tuition fees (the redistributive effect, the incentive effect and the contributory effect) from wich we question the validity. Chapter 2 examines the theoretical conditions that make the establishment of tuition fees desirable, even that exist different social classes with distinct behaviors. We show, using recent developments in behavioral economics, that the implementation of decreasing tuition fees, if it can be a fair solution of a purely theoretical point of view, raises other problems. The second part of this thesis focuses on national experiences in implementing tuition fees. Chapter 3 highlights the contrasted nature of the results presented in the literature review before to provide a typology of institutional contexts. Two regimes appear consistent even if their fundamentals are radically different (the 'liberal'' and 'social democratic" welfare states), while the "conservative" French regime appears difficult to sustain. The following three chapters provide the first study on the effects of the introduction of tuition fees in the French university context. We begin by looking two aspects of efficiency related to the introduction of tuition fees : (i) a selection effect and (ii) an incentive to effort effect. In Chapter 4, we show that the introduction of tuition fees in University Paris 9 Dauphine strengthens the effets of social segregation. In Chapter 5, we extend this approach by showing, contrary to the results developed in the theoretical literature, that tuition fees do not increase the level of success and therefore the incentives to effort for students. Finally, in Chapter 6, we discuss possible generalization of previous results beginning with analyzing the specific ...

Abstract
Using a survey representative of individuals who left the educational system in France at any level in 2017, we examine the impact of the COVID-19 pandemic on young people's probability of being employed between the start of lockdown in March 2020 and July 2020. We find that the COVID-19 pandemic had a strong impact on youth employment. Our results show that young people's probability of being employed decreased by as much as 3 % during the lockdown period relative to the pre-pandemic baseline. This impact is smaller than that observed in other countries, probably due to the significant measures implemented in France. Our heterogeneity analyses indicate that the impact of the COVID-19 pandemic on young people's labor market integration varied with the type of employment contract, area of study, and, to a lesser extent, having a working-class parent, a foreign-born parent, or residing in a rural area.

We investigate the relation between welfare and preference satisfaction in economics, and show that the extension of the scope of economic analysis through the 20th century forces economists to question the validity of the preference satisfaction criterion as a normative criterion for evaluating public policies. We then argue that welfare economists should clarify the normative content of this criterion in order to properly design public policies. We illustrate our point with the case of the selection at the entry of university, and show that, according to the normative criterion used by the social planner, the optimal policy radically changes. In particular, we argue that -- if we adopt a paternalistic conception of welfare -- it becomes necessary to establish a clear distinction between preference and welfare, and to integrate the different social and psychological biases that can influence the decision of the individuals in the design of public policies.

La focalisation de la sociologie de l'éducation sur les inégalités sociales de réussite d'une part, et d'orientation d'autre part, tend à laisser dans l'ombre les inégalités d'évolution des performances scolaires en France. Or, c'est au fil des trajectoires que se construisent ces inégalités. En s'appuyant sur un échantillon représentatif des entrants en 6 e en 2007, cet article s'intéresse aux inégalités sociales d'évolution des performances en français et en mathématiques de la 6 e à la 3 e . Il montre d'abord que les écarts en fonction de la classe sociale, du sexe et du pays de naissance des parents se creusent pendant les années de collège, au détriment des élèves de classes populaires, des garçons, et des enfants dont les parents sont nés au Maghreb ou en Afrique subsaharienne. Il étudie ensuite le rôle des conditions de scolarisation, démontrant que les évolutions négatives des performances scolaires des élèves dont les parents sont nés au Maghreb ou en Afrique subsaharienne s'expliquent par leur plus forte fréquentation des collèges de l'éducation prioritaire, leur moindre maintien dans les établissements du secteur privé ainsi que leur concentration dans l'agglomération parisienne. Dans le même temps, ces conditions de scolarisation n'expliquent guère l'accroissement des écarts entre classes sociales et sexes.