| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Can Online Learning Bend the Higher Education Cost Curve? |
0 |
0 |
2 |
82 |
1 |
3 |
16 |
214 |
| Can Online Learning Bend the Higher Education Cost Curve? |
0 |
0 |
0 |
78 |
2 |
3 |
29 |
153 |
| Can States Take Over and Turn Around School Districts? Evidence from Lawrence, Massachusetts |
0 |
0 |
0 |
10 |
0 |
0 |
15 |
47 |
| Can States Take Over and Turn Around School Districts? Evidence from Lawrence, Massachusetts |
0 |
0 |
1 |
34 |
2 |
3 |
12 |
68 |
| Can online learning bend the higher education cost curve? |
0 |
0 |
1 |
8 |
2 |
3 |
25 |
97 |
| Diversifying Society’s Leaders? The Determinants and Causal Effects of Admission to Highly Selective Private Colleges |
1 |
1 |
4 |
27 |
24 |
41 |
183 |
252 |
| Economic Decision-Making Skill Predicts Income in Two Countries |
1 |
2 |
6 |
34 |
5 |
9 |
36 |
96 |
| Education and Innovation |
0 |
1 |
3 |
64 |
2 |
5 |
16 |
148 |
| For-Profit Colleges |
0 |
0 |
1 |
39 |
3 |
3 |
12 |
145 |
| Four Facts about Human Capital |
0 |
0 |
3 |
82 |
4 |
7 |
73 |
231 |
| How Do You Find a Good Manager? |
0 |
0 |
1 |
14 |
2 |
3 |
22 |
47 |
| How Do You Find a Good Manager? |
0 |
0 |
1 |
12 |
7 |
10 |
27 |
65 |
| How Do You Identify A Good Manager? |
0 |
0 |
0 |
6 |
2 |
2 |
23 |
37 |
| How Do You Identify a Good Manager? |
0 |
0 |
11 |
11 |
4 |
4 |
20 |
20 |
| How People Use ChatGPT |
6 |
16 |
46 |
86 |
94 |
153 |
354 |
412 |
| How do you Identify a Good Manager? |
0 |
2 |
4 |
4 |
1 |
6 |
7 |
7 |
| How do you identify a good manager? |
0 |
0 |
1 |
14 |
1 |
2 |
17 |
31 |
| How do you identify a good manager? |
0 |
0 |
9 |
9 |
2 |
3 |
11 |
11 |
| Into College, Out of Poverty? Policies to Increase the Postsecondary Attainment of the Poor |
0 |
0 |
4 |
152 |
0 |
5 |
66 |
611 |
| Measuring AI Adoption among Firms: How You Ask Matters |
4 |
7 |
23 |
23 |
5 |
12 |
30 |
30 |
| Measuring Human Leadership Skills with AI Agents |
0 |
0 |
1 |
30 |
5 |
6 |
47 |
95 |
| Measuring Human Leadership Skills with Artificially Intelligent Agents |
0 |
0 |
1 |
16 |
1 |
4 |
18 |
34 |
| Meetings |
5 |
43 |
43 |
43 |
17 |
40 |
40 |
40 |
| Mind the Gap: AI Adoption in Europe and the U.S |
0 |
0 |
34 |
34 |
2 |
2 |
16 |
16 |
| Mind the Gap: AI Adoption in Europe and the U.S |
1 |
3 |
20 |
20 |
14 |
21 |
42 |
42 |
| Mind the Gap: AI Adoption in Europe and the US |
0 |
0 |
25 |
25 |
6 |
19 |
33 |
33 |
| Mind the Gap: AI Adoption in Europe and the US |
0 |
2 |
10 |
10 |
0 |
6 |
10 |
10 |
| Mind the Gap: AI Adoption in Europe and the US |
1 |
3 |
8 |
8 |
4 |
9 |
14 |
14 |
| Mind the Gap: AI Adoption in Europe and the US |
0 |
0 |
17 |
17 |
3 |
4 |
14 |
14 |
| Mind the Gap: AI Adoption in Europe and the US |
1 |
2 |
28 |
28 |
11 |
16 |
63 |
63 |
| Multidimensional Human Capital and the Wage Structure |
0 |
0 |
1 |
26 |
2 |
3 |
10 |
58 |
| Partners in Crime: Schools, Neighborhoods and the Formation of Criminal Networks |
0 |
0 |
0 |
64 |
1 |
4 |
11 |
159 |
| Partners in Crime: Schools, Neighborhoods and the Formation of Criminal Networks |
0 |
0 |
0 |
56 |
1 |
2 |
20 |
132 |
| Partners in Crime: Schools, Neighborhoods and the Formation of Criminal Networks |
0 |
0 |
0 |
55 |
1 |
4 |
21 |
117 |
| STEM Careers and the Changing Skill Requirements of Work |
0 |
0 |
1 |
53 |
2 |
4 |
31 |
268 |
| STEM Careers and the Changing Skill Requirements of Work |
0 |
0 |
4 |
44 |
3 |
6 |
34 |
139 |
| School Accountability, Postsecondary Attainment and Earnings |
0 |
0 |
0 |
42 |
2 |
3 |
16 |
111 |
| School Choice, School Quality and Postsecondary Attainment |
0 |
0 |
1 |
92 |
4 |
6 |
25 |
258 |
| School Segregation, Educational Attainment and Crime: Evidence from the end of busing in Charlotte-Mecklenburg |
1 |
1 |
3 |
49 |
9 |
16 |
49 |
246 |
| Skill Requirements across Firms and Labor Markets: Evidence from Job Postings for Professionals |
0 |
0 |
6 |
47 |
4 |
10 |
56 |
184 |
| Skill Requirements across Firms and Labor Markets: Evidence from Job Postings for Professionals |
0 |
2 |
4 |
33 |
3 |
7 |
36 |
162 |
| Skills and Human Capital in the Labor Market |
0 |
0 |
4 |
34 |
11 |
14 |
54 |
111 |
| Skills and human capital in the labor market |
0 |
2 |
14 |
35 |
8 |
28 |
193 |
221 |
| Structural Increases in Skill Demand after the Great Recession |
0 |
0 |
1 |
37 |
2 |
4 |
10 |
99 |
| Team Players: How Social Skills Improve Group Performance |
0 |
0 |
3 |
142 |
4 |
7 |
47 |
325 |
| Technological Disruption in the Labor Market |
0 |
0 |
17 |
57 |
6 |
10 |
92 |
187 |
| The ABC’s of Who Benefits from Working with AI: Ability, Beliefs, and Calibration |
0 |
0 |
25 |
47 |
3 |
12 |
87 |
137 |
| The Competitive Effects of Online Education |
0 |
0 |
0 |
32 |
3 |
5 |
13 |
124 |
| The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators? |
1 |
1 |
1 |
4 |
3 |
4 |
11 |
75 |
| The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators? |
0 |
0 |
0 |
55 |
2 |
2 |
13 |
157 |
| The Growing Importance of Decision-Making on the Job |
0 |
0 |
1 |
31 |
6 |
11 |
43 |
175 |
| The Growing Importance of Social Skills in the Labor Market |
1 |
2 |
8 |
253 |
10 |
14 |
104 |
1,057 |
| The Impact of Generative AI on Work Productivity |
4 |
10 |
55 |
146 |
27 |
53 |
225 |
407 |
| The Impact of Price Caps and Spending Cuts on U.S. Postsecondary Attainment |
0 |
0 |
4 |
24 |
5 |
8 |
35 |
189 |
| The Lengthening of Childhood |
0 |
0 |
0 |
75 |
1 |
6 |
26 |
392 |
| The Rapid Adoption of Generative AI |
0 |
0 |
2 |
11 |
4 |
7 |
36 |
61 |
| The Rapid Adoption of Generative AI |
1 |
7 |
8 |
8 |
14 |
32 |
43 |
43 |
| The Rapid Adoption of Generative AI |
3 |
8 |
20 |
72 |
26 |
39 |
185 |
286 |
| The Rapid Adoption of Generative AI |
0 |
1 |
10 |
33 |
35 |
52 |
180 |
290 |
| The Role of Organization in Firm-Sponsored Training |
4 |
4 |
4 |
4 |
6 |
6 |
6 |
6 |
| The School to Prison Pipeline: Long-Run Impacts of School Suspensions on Adult Crime |
1 |
1 |
8 |
76 |
5 |
6 |
54 |
362 |
| The State of Generative AI Adoption in 2025 |
2 |
2 |
70 |
70 |
17 |
19 |
174 |
174 |
| The Value of Postsecondary Credentials in the Labor Market: An Experimental Study |
0 |
0 |
0 |
92 |
2 |
3 |
20 |
219 |
| The lengthening of childhood |
0 |
0 |
0 |
69 |
0 |
1 |
13 |
276 |
| The value of postsecondary credentials in the labor market: an experimental study |
0 |
0 |
0 |
4 |
1 |
3 |
27 |
94 |
| Using School Choice Lotteries to Test Measures of School Effectiveness |
0 |
0 |
0 |
57 |
2 |
2 |
9 |
100 |
| What Work Does Generative AI Do? |
1 |
14 |
14 |
14 |
39 |
55 |
55 |
55 |
| Why Do Wages Grow Faster for Educated Workers? |
0 |
0 |
2 |
24 |
6 |
8 |
40 |
91 |
| Why Does AI Adoption Differ So Much across Countries? |
0 |
2 |
14 |
14 |
1 |
7 |
25 |
25 |
| Total Working Papers |
39 |
139 |
613 |
3,101 |
507 |
887 |
3,420 |
10,655 |