| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Born to Lead? The Effect of Birth Order on Non-Cognitive Abilities |
0 |
2 |
3 |
78 |
0 |
5 |
10 |
201 |
| Born to Lead? The Effect of Birth Order on Non-Cognitive Abilities |
0 |
0 |
1 |
130 |
0 |
0 |
9 |
144 |
| Born to lead? The effect of birth order on non-cognitive abilities |
0 |
0 |
3 |
79 |
2 |
3 |
10 |
226 |
| Do reduced child care prices make parents work more? |
0 |
0 |
0 |
95 |
0 |
0 |
2 |
353 |
| Do regional payroll tax reductions boost employment? |
0 |
0 |
1 |
118 |
1 |
2 |
7 |
397 |
| Do university enrollment constraints affect education and earnings? |
0 |
0 |
0 |
123 |
0 |
0 |
0 |
514 |
| Effects of contracting out employment services: Evidence from a randomized experiment |
0 |
0 |
0 |
17 |
0 |
0 |
1 |
91 |
| Effects of contracting out employment services: Evidence from a randomized experiment |
0 |
0 |
0 |
16 |
0 |
0 |
2 |
98 |
| Effects of outsourcing employment services: evidence from a randomized experiment |
0 |
0 |
0 |
79 |
0 |
1 |
2 |
294 |
| Family Background and the Responses to Higher SAT Scores |
0 |
0 |
0 |
8 |
0 |
0 |
1 |
24 |
| Family Background and the Responses to Higher SAT Scores |
0 |
0 |
0 |
15 |
0 |
0 |
1 |
27 |
| Family background and the responses to higher SAT scores |
0 |
0 |
0 |
1 |
0 |
1 |
2 |
9 |
| Family background and the responses to higher SAT scores |
0 |
0 |
0 |
16 |
0 |
0 |
3 |
39 |
| Family background and the responses to higher SAT scores |
0 |
0 |
0 |
8 |
0 |
0 |
0 |
27 |
| Inside the Black Box of Class Size: Mechanisms, Behavioral Responses, and Social Background |
0 |
0 |
0 |
75 |
0 |
0 |
4 |
191 |
| Is Early Learning Really More Productive? The Effect of School Starting Age on School and Labor Market Performance |
1 |
1 |
4 |
624 |
1 |
3 |
23 |
3,537 |
| Is early learning really more productive? The effect of school starting age on school and labor market performance |
0 |
0 |
1 |
241 |
0 |
0 |
3 |
1,283 |
| Life-cycle effects of age at school start |
0 |
1 |
9 |
230 |
1 |
2 |
21 |
667 |
| Long-Term Effects of Class Size |
0 |
0 |
1 |
125 |
0 |
1 |
5 |
294 |
| Long-term effects of class size |
0 |
0 |
7 |
119 |
1 |
2 |
16 |
439 |
| Long-term effects of class size |
0 |
1 |
2 |
168 |
0 |
3 |
8 |
670 |
| Parental responses to public investments in children: Evidence from a maximum class size rule |
0 |
0 |
0 |
93 |
0 |
0 |
1 |
276 |
| Parental responses to public investments in children: evidence from a maximum class size rule |
0 |
0 |
0 |
72 |
0 |
0 |
2 |
88 |
| Resources and student achievement – evidence from a Swedish policy reform |
0 |
1 |
1 |
70 |
0 |
3 |
5 |
214 |
| School Starting Age, Maternal Age at Birth, and Child Outcomes |
0 |
0 |
1 |
17 |
0 |
0 |
3 |
47 |
| School starting age, maternal age at birth, and child outcomes |
0 |
0 |
1 |
14 |
0 |
0 |
4 |
29 |
| Swedish children and youth during the COVID-19 pandemic |
0 |
0 |
0 |
43 |
0 |
2 |
6 |
142 |
| The Intergenerational Transmission of Cognitive and Non-Cognitive Abilities |
0 |
0 |
0 |
64 |
0 |
0 |
0 |
192 |
| The Rising Return to Non-Cognitive Skill |
0 |
1 |
8 |
183 |
1 |
4 |
22 |
217 |
| The Rising Return to Non-cognitive Skills* |
0 |
0 |
1 |
65 |
0 |
0 |
3 |
205 |
| The intergenerational transmission of cognitive and non-cognitive abilities |
0 |
0 |
0 |
69 |
0 |
1 |
2 |
196 |
| The intergenerational transmission of cognitive and non-cognitive abilities |
0 |
0 |
0 |
69 |
1 |
3 |
9 |
274 |
| The rising return to non-cognitive skill |
0 |
0 |
1 |
43 |
0 |
1 |
5 |
89 |
| Who recovers from a job loss? The importance of cognitive and non-cognitive skills |
0 |
0 |
0 |
16 |
0 |
0 |
4 |
48 |
| Total Working Papers |
1 |
7 |
45 |
3,183 |
8 |
37 |
196 |
11,542 |
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