| 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 |
0 |
4 |
72 |
1 |
1 |
15 |
175 |
| Born to Lead? The Effect of Birth Order on Non-Cognitive Abilities |
0 |
0 |
1 |
126 |
1 |
5 |
11 |
121 |
| Born to lead? The effect of birth order on non-cognitive abilities |
0 |
0 |
2 |
75 |
2 |
3 |
14 |
201 |
| Do reduced child care prices make parents work more? |
0 |
1 |
1 |
93 |
0 |
1 |
1 |
348 |
| Do regional payroll tax reductions boost employment? |
0 |
1 |
5 |
117 |
0 |
1 |
10 |
384 |
| Do university enrollment constraints affect education and earnings? |
0 |
0 |
0 |
123 |
0 |
0 |
1 |
514 |
| Effects of contracting out employment services: Evidence from a randomized experiment |
0 |
0 |
0 |
15 |
1 |
1 |
2 |
90 |
| Effects of contracting out employment services: Evidence from a randomized experiment |
0 |
0 |
2 |
16 |
1 |
1 |
4 |
85 |
| Effects of outsourcing employment services: evidence from a randomized experiment |
0 |
0 |
2 |
78 |
0 |
0 |
2 |
290 |
| Family Background and the Responses to Higher SAT Scores |
0 |
0 |
0 |
8 |
0 |
0 |
1 |
21 |
| Family Background and the Responses to Higher SAT Scores |
0 |
0 |
1 |
15 |
0 |
0 |
3 |
24 |
| Family background and the responses to higher SAT scores |
0 |
0 |
0 |
8 |
0 |
0 |
6 |
24 |
| Family background and the responses to higher SAT scores |
0 |
0 |
0 |
16 |
0 |
0 |
3 |
35 |
| Family background and the responses to higher SAT scores |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
6 |
| Inside the Black Box of Class Size: Mechanisms, Behavioral Responses, and Social Background |
1 |
1 |
5 |
71 |
1 |
1 |
8 |
177 |
| Is Early Learning Really More Productive? The Effect of School Starting Age on School and Labor Market Performance |
0 |
2 |
8 |
611 |
1 |
4 |
22 |
3,486 |
| Is early learning really more productive? The effect of school starting age on school and labor market performance |
0 |
0 |
2 |
237 |
0 |
2 |
8 |
1,274 |
| Life-cycle effects of age at school start |
0 |
1 |
3 |
214 |
0 |
3 |
13 |
624 |
| Long-Term Effects of Class Size |
0 |
0 |
0 |
123 |
0 |
1 |
8 |
277 |
| Long-term effects of class size |
1 |
2 |
12 |
105 |
1 |
9 |
30 |
403 |
| Long-term effects of class size |
1 |
1 |
4 |
161 |
1 |
2 |
16 |
647 |
| Parental responses to public investments in children: Evidence from a maximum class size rule |
0 |
2 |
3 |
88 |
0 |
4 |
19 |
261 |
| Parental responses to public investments in children: evidence from a maximum class size rule |
0 |
0 |
0 |
71 |
0 |
0 |
0 |
81 |
| Resources and student achievement – evidence from a Swedish policy reform |
0 |
0 |
0 |
68 |
0 |
0 |
0 |
206 |
| School Starting Age, Maternal Age at Birth, and Child Outcomes |
0 |
0 |
2 |
16 |
0 |
0 |
8 |
42 |
| School starting age, maternal age at birth, and child outcomes |
0 |
0 |
0 |
12 |
0 |
3 |
7 |
21 |
| Swedish children and youth during the COVID-19 pandemic |
0 |
0 |
8 |
39 |
1 |
5 |
34 |
118 |
| The Intergenerational Transmission of Cognitive and Non-Cognitive Abilities |
0 |
0 |
0 |
61 |
0 |
2 |
2 |
186 |
| The Rising Return to Non-Cognitive Skill |
0 |
5 |
23 |
157 |
1 |
7 |
32 |
163 |
| The Rising Return to Non-cognitive Skills* |
0 |
0 |
11 |
58 |
1 |
4 |
34 |
174 |
| The intergenerational transmission of cognitive and non-cognitive abilities |
1 |
1 |
1 |
64 |
1 |
1 |
5 |
257 |
| The intergenerational transmission of cognitive and non-cognitive abilities |
0 |
0 |
0 |
64 |
1 |
1 |
6 |
182 |
| The rising return to non-cognitive skill |
0 |
2 |
4 |
38 |
1 |
3 |
11 |
75 |
| Who recovers from a job loss? The importance of cognitive and non-cognitive skills |
0 |
0 |
1 |
16 |
2 |
2 |
5 |
41 |
| Total Working Papers |
4 |
19 |
105 |
3,037 |
18 |
67 |
342 |
11,013 |
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