| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Between Beveridge and Bismarck: Preferences for Redistribution through Public Pensions |
0 |
1 |
1 |
18 |
3 |
9 |
20 |
44 |
| Between Beveridge and Bismarck: Preferences for redistribution through public pensions |
0 |
0 |
1 |
2 |
0 |
4 |
12 |
24 |
| Central Exams and Adult Skills: Evidence from PIAAC |
0 |
0 |
0 |
5 |
1 |
3 |
11 |
42 |
| Central Exams and Adult Skills: Evidence from PIAAC |
0 |
0 |
1 |
11 |
3 |
8 |
18 |
42 |
| Central Exams and Adult Skills: Evidence from PIAAC |
0 |
0 |
0 |
13 |
1 |
2 |
10 |
35 |
| Central Exams and Adult Skills: Evidence from PIAAC |
0 |
0 |
0 |
13 |
1 |
4 |
15 |
34 |
| Central School Exit Exams and Labor-Market Outcomes |
0 |
0 |
0 |
50 |
1 |
5 |
28 |
173 |
| Central School Exit Exams and Labor-Market Outcomes |
0 |
0 |
1 |
35 |
2 |
5 |
22 |
205 |
| Central exams and adult skills: Evidence from PIAAC |
0 |
0 |
0 |
7 |
1 |
3 |
11 |
30 |
| Central school exit exams and labor-market outcomes |
0 |
0 |
0 |
0 |
2 |
4 |
14 |
84 |
| Changes in Human Capital: Implications for Productivity Growth in the Euro Area |
0 |
0 |
0 |
57 |
0 |
3 |
7 |
287 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
6 |
1 |
3 |
18 |
57 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
36 |
2 |
4 |
9 |
107 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
1 |
1 |
56 |
0 |
4 |
10 |
114 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
2 |
0 |
1 |
15 |
44 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
27 |
1 |
2 |
9 |
54 |
| Coping with change: International differences in returns to skills |
0 |
0 |
0 |
71 |
1 |
2 |
8 |
104 |
| Coping with change: International differences in the returns to skills |
0 |
0 |
0 |
0 |
1 |
3 |
13 |
46 |
| Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education |
0 |
0 |
0 |
41 |
0 |
1 |
7 |
38 |
| Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education |
0 |
0 |
0 |
25 |
0 |
2 |
7 |
20 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
1 |
39 |
3 |
22 |
96 |
147 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
0 |
7 |
0 |
0 |
8 |
19 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
0 |
30 |
1 |
2 |
19 |
46 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
0 |
6 |
0 |
1 |
5 |
12 |
| Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-In-Differences Evidence Across Countries |
0 |
0 |
0 |
100 |
0 |
4 |
13 |
97 |
| Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-In-Differences Evidence Across Countries |
0 |
0 |
0 |
60 |
1 |
2 |
10 |
94 |
| Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-In-Differences Evidence Across Countries |
0 |
0 |
0 |
22 |
0 |
1 |
12 |
139 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
0 |
0 |
0 |
2 |
7 |
9 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
0 |
3 |
0 |
3 |
13 |
22 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
1 |
1 |
0 |
6 |
17 |
19 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
0 |
1 |
0 |
0 |
10 |
12 |
| Does information about inequality and discrimination in early child care affect policy preferences? |
0 |
0 |
1 |
2 |
0 |
5 |
13 |
15 |
| Does information about inequality and discrimination in early child care affect policy preferences? |
0 |
0 |
0 |
8 |
1 |
6 |
12 |
21 |
| Does the Color of the Collar Matter? Firm Specific Human Capital and Post-Displacement Outcomes |
0 |
0 |
0 |
33 |
0 |
1 |
12 |
266 |
| Does the color of the collar matter? Firm specific human capital and post-displacement outcomes |
0 |
0 |
0 |
24 |
0 |
0 |
5 |
140 |
| Does the color of the collar matter? Firm specific human capital and post-displacement outcomes |
0 |
0 |
0 |
50 |
0 |
2 |
8 |
226 |
| Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide |
0 |
0 |
3 |
198 |
0 |
4 |
17 |
749 |
| Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide |
0 |
1 |
10 |
498 |
1 |
6 |
32 |
987 |
| Econometric methods for causal evaluation of education policies and practices: A non-technical guide |
0 |
0 |
0 |
0 |
0 |
5 |
14 |
137 |
| Effects of Adult Education Vouchers on the Labor Market: Evidence from a Randomized Field Experiment |
0 |
0 |
1 |
38 |
0 |
5 |
9 |
201 |
| Effects of Adult Education Vouchers on the Labor Market: Evidence from a Randomized Field Experiment |
0 |
0 |
0 |
82 |
1 |
6 |
10 |
473 |
| Eingetrübte Aussichten: Das Konstanzer Ungleichheitsbarometer belegt die Wahrnehmung zunehmender Ungleichheit |
0 |
0 |
1 |
5 |
0 |
2 |
12 |
16 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
1 |
1 |
94 |
1 |
4 |
19 |
211 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle |
0 |
0 |
0 |
0 |
1 |
10 |
24 |
195 |
| Gloomy prospects: The Konstanz Inequality Barometer shows that inequality is perceived to have increased |
0 |
0 |
2 |
7 |
0 |
4 |
11 |
26 |
| Growth in Euro Area Labour Quality |
0 |
1 |
1 |
74 |
0 |
10 |
23 |
355 |
| Growth in euro area labour quality |
0 |
0 |
0 |
108 |
1 |
4 |
13 |
416 |
| How information affects support for education spending: Evidence from survey experiments in Germany and the United States |
0 |
0 |
0 |
0 |
2 |
4 |
19 |
48 |
| Information Provision and Preferences for Education Spending: Evidence from Representative Survey Experiments in Three Countries |
0 |
0 |
0 |
6 |
1 |
7 |
17 |
41 |
| Information Provision and Preferences for Education Spending: Evidence from Representative Survey Experiments in Three Countries |
0 |
0 |
0 |
16 |
0 |
7 |
17 |
60 |
| Information Provision and Preferences for Education Spending: Evidence from Representative Survey Experiments in Three Countries |
0 |
0 |
0 |
22 |
0 |
3 |
15 |
47 |
| Information Provision and Support for Inheritance Taxation: Evidence from a Representative Survey Experiment in Germany |
0 |
0 |
0 |
7 |
0 |
6 |
15 |
23 |
| Information Provision and Support for Inheritance Taxation: Evidence from a Representative Survey Experiment in Germany |
0 |
0 |
2 |
13 |
2 |
10 |
27 |
47 |
| Information about Inequality in Early Child Care Reduces Polarization in Policy Preferences |
1 |
1 |
2 |
3 |
1 |
6 |
18 |
23 |
| Information about Inequality in Early Child Care Reduces Polarization in Policy Preferences |
0 |
0 |
1 |
23 |
1 |
6 |
11 |
58 |
| Information about Inequality in Early Child Care Reduces Polarization in Policy Preferences |
0 |
0 |
0 |
1 |
0 |
5 |
12 |
18 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
1 |
15 |
0 |
2 |
10 |
70 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
1 |
1 |
1 |
58 |
1 |
5 |
15 |
82 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
0 |
30 |
0 |
3 |
9 |
65 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
0 |
35 |
0 |
4 |
10 |
44 |
| Information provision and preferences for education spending: Evidence from representative survey experiments in three countries |
0 |
0 |
0 |
14 |
0 |
0 |
6 |
27 |
| Information provision and preferences for education spending: Evidence from representative survey experiments in three countries |
0 |
0 |
0 |
0 |
0 |
3 |
9 |
12 |
| Information provision and preferences for education spending: Evidence from representative survey experiments in three countries |
0 |
0 |
0 |
9 |
0 |
3 |
5 |
24 |
| Information provision and support for inheritance taxation: Evidence from a representative survey experiment in Germany |
0 |
0 |
2 |
3 |
2 |
8 |
33 |
45 |
| Is Traditional Teaching really all that Bad? A Within-Student Between-Subject Approach |
0 |
0 |
0 |
489 |
1 |
5 |
16 |
2,312 |
| Is traditional teaching really all that bad? A within-student between-subject approach |
0 |
0 |
0 |
0 |
0 |
2 |
6 |
140 |
| Ist die Ausbildung von Spitzenmathematikern wichtig für wirtschaftliches Wachstum? |
0 |
0 |
0 |
0 |
0 |
5 |
13 |
64 |
| Labor Market Effects of Adult Education Vouchers: Evidence from a Randomized Field Experiment |
0 |
0 |
0 |
61 |
0 |
5 |
19 |
209 |
| Labor Quality Growth in Germany |
0 |
0 |
0 |
48 |
1 |
6 |
20 |
257 |
| Labor Turnover before Plant Closure: ‘Leaving the Sinking Ship’ vs. ‘Captain Throwing Ballast Overboard’ |
0 |
1 |
1 |
46 |
0 |
8 |
21 |
393 |
| Migration Background and Educational Tracking: Is there a Double Disadvantage for Second-Generation Immigrants? |
0 |
0 |
1 |
148 |
0 |
3 |
23 |
629 |
| Perception of Inequality and Social Mobility in Germany: evidence from the Inequality Barometer |
0 |
0 |
2 |
20 |
1 |
8 |
24 |
71 |
| Ramadan intensity and subsequent student achievement |
0 |
0 |
0 |
5 |
0 |
4 |
15 |
22 |
| Religious Practice and Student Performance: Evidence from Ramadan Fasting |
0 |
0 |
0 |
32 |
0 |
1 |
10 |
66 |
| Religious Practice and Student Performance: Evidence from Ramadan Fasting |
0 |
0 |
1 |
7 |
0 |
4 |
17 |
42 |
| Religious Practice and Student Performance: Evidence from Ramadan Fasting |
0 |
0 |
0 |
34 |
2 |
9 |
30 |
124 |
| Religious practice and student performance: Evidence from Ramadan fasting |
0 |
0 |
0 |
17 |
1 |
2 |
7 |
22 |
| Religious practice and student performance: Evidence from Ramadan fasting |
0 |
0 |
0 |
16 |
0 |
7 |
29 |
63 |
| Religious practice and student performance: Evidence from Ramadan fasting |
0 |
0 |
0 |
4 |
0 |
3 |
9 |
27 |
| Returns to Skills Around the World: Evidence From PIAAC |
0 |
0 |
1 |
72 |
0 |
6 |
13 |
112 |
| Returns to Skills Around the World: Evidence from PIAAC |
0 |
0 |
1 |
85 |
0 |
2 |
13 |
257 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
69 |
0 |
5 |
17 |
125 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
365 |
1 |
5 |
15 |
748 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
1 |
137 |
1 |
5 |
25 |
154 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
1 |
64 |
0 |
5 |
12 |
234 |
| Sage on the stage: Is lecturing really all that bad? |
0 |
0 |
0 |
0 |
0 |
2 |
9 |
55 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
1 |
68 |
0 |
6 |
21 |
99 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
1 |
45 |
1 |
15 |
27 |
130 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
2 |
2 |
136 |
0 |
6 |
15 |
133 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
0 |
0 |
0 |
2 |
12 |
14 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
0 |
51 |
1 |
3 |
14 |
77 |
| Skills, signals, and employability: An experimental investigation |
0 |
0 |
0 |
0 |
0 |
6 |
11 |
25 |
| The Effect of Opposite Sex Siblings on Cognitive and Noncognitive Skills in Early Childhood |
0 |
0 |
0 |
58 |
2 |
12 |
20 |
121 |
| The Effects of Test-based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida |
0 |
1 |
1 |
38 |
0 |
7 |
26 |
212 |
| The Effects of Test-based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida |
0 |
0 |
0 |
38 |
0 |
3 |
10 |
138 |
| The Effects of Test-based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida |
0 |
0 |
0 |
30 |
0 |
3 |
15 |
109 |
| The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School |
0 |
1 |
1 |
92 |
0 |
8 |
21 |
558 |
| The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School |
0 |
0 |
0 |
70 |
0 |
3 |
9 |
128 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
41 |
0 |
1 |
7 |
89 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
15 |
0 |
2 |
8 |
56 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
18 |
1 |
5 |
17 |
97 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
38 |
1 |
3 |
13 |
84 |
| The Intergenerational Transmission of Cognitive Skills: An Investigation of the Causal Impact of Families on Student Outcomes |
0 |
0 |
0 |
44 |
1 |
6 |
23 |
75 |
| The Intergenerational Transmission of Cognitive Skills: An Investigation of the Causal Impact of Families on Student Outcomes |
0 |
0 |
0 |
39 |
1 |
4 |
12 |
76 |
| The impact of an adult education voucher program: Evidence from a randomized field experiment |
0 |
0 |
0 |
0 |
0 |
2 |
16 |
259 |
| The information value of central school exams |
0 |
0 |
0 |
0 |
0 |
4 |
23 |
71 |
| The intergenerational transmission of cognitive skills: An investigation of the causal impact of families on student outcomes |
0 |
0 |
0 |
46 |
1 |
4 |
19 |
49 |
| The intergenerational transmission of cognitive skills: an investigation of the causal impact of families on student outcomes |
0 |
0 |
0 |
5 |
0 |
4 |
9 |
20 |
| The intergenerational transmission of cognitive skills: an investigation of the causal impact of families on student outcomes |
0 |
0 |
0 |
15 |
2 |
8 |
24 |
45 |
| Too Old To Work, Too Young To Retire? |
0 |
0 |
0 |
1 |
0 |
4 |
12 |
19 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
22 |
0 |
3 |
8 |
183 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
35 |
0 |
4 |
21 |
291 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
45 |
1 |
4 |
31 |
251 |
| Too Old to Work, Too Young to Retire? |
0 |
1 |
1 |
81 |
0 |
4 |
15 |
131 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
32 |
0 |
1 |
12 |
446 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
63 |
2 |
7 |
18 |
348 |
| Too Old to Work, Too Young to Retire? Revised Version of Working Paper 220, Economics Series, October 2007 |
0 |
0 |
0 |
64 |
1 |
5 |
18 |
163 |
| Too Old to Work, too Young to Retire? |
0 |
0 |
0 |
82 |
1 |
4 |
19 |
584 |
| Understanding Gender Match Effects in Higher Education: The Role of Class Size |
0 |
0 |
3 |
5 |
1 |
2 |
25 |
35 |
| Virtual Schooling and Student Learning: Evidence from the Florida Virtual School |
0 |
0 |
0 |
106 |
1 |
5 |
21 |
398 |
| Wenn alle Teil der Mittelschicht sein wollen: (Fehl-)Wahrnehmungen von Ungleichheit und warum sie für Sozialpolitik wichtig sind |
0 |
0 |
0 |
10 |
2 |
4 |
10 |
30 |
| When everyone thinks they're middle-class: (Mis-)Perceptions of inequality and why they matter for social policy |
1 |
2 |
3 |
18 |
1 |
3 |
13 |
58 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
0 |
1 |
55 |
1 |
9 |
27 |
130 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
0 |
2 |
42 |
0 |
1 |
10 |
49 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
0 |
0 |
60 |
0 |
5 |
30 |
60 |
| Where do STEM graduates stem from? The intergenerational transmission of comparative skill advantages |
1 |
1 |
6 |
34 |
2 |
9 |
24 |
69 |
| Ökonometrische Methoden zur Evaluierung kausaler Effekte der Wirtschaftspolitik |
0 |
0 |
0 |
61 |
0 |
4 |
12 |
207 |
| Ökonometrische Methoden zur Evaluierung kausaler Effekte der Wirtschaftspolitik |
0 |
0 |
3 |
99 |
0 |
1 |
18 |
267 |
| Total Working Papers |
4 |
16 |
70 |
5,741 |
74 |
569 |
2,035 |
19,878 |
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