| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| A Double Dose of Algebra |
0 |
0 |
0 |
3 |
1 |
1 |
13 |
111 |
| A Few Goodmen: Surname-Sharing Co-Authors in Economics |
0 |
0 |
0 |
18 |
1 |
5 |
43 |
131 |
| A Few Goodmen: Surname-Sharing Co-Authors in Economics |
0 |
0 |
0 |
14 |
3 |
3 |
24 |
173 |
| A Few Goodmen: Surname-Sharing Economist Coauthors |
0 |
0 |
2 |
65 |
0 |
1 |
22 |
295 |
| A Population Level Study of the Effects of Early Intervention for Autism |
1 |
1 |
1 |
80 |
3 |
4 |
14 |
219 |
| Ability-Tracking, Instructional Time, and Better Pedagogy: The Effect of Double-Dose Algebra on Student Achievement |
0 |
0 |
0 |
4 |
1 |
2 |
14 |
52 |
| Access to Four-Year Public Colleges and Degree Completion |
0 |
0 |
0 |
59 |
2 |
5 |
28 |
164 |
| Access to Four-Year Public Colleges and Degree Completion |
0 |
0 |
0 |
36 |
0 |
3 |
15 |
103 |
| Air Pollution and Learning |
11 |
11 |
11 |
11 |
4 |
4 |
4 |
4 |
| Bankruptcy Law and The Cost of Credit: The Impact of Cramdown on Mortgage Interest Rates |
0 |
0 |
0 |
1 |
0 |
1 |
14 |
98 |
| Bankruptcy Law and The Cost of Credit: The Impact of Cramdown on Mortgage Interest Rates |
0 |
0 |
0 |
2 |
0 |
1 |
14 |
109 |
| Bankruptcy Law and the Cost of Credit: The Impact of Cramdown on Mortgage Interest Rates |
0 |
0 |
0 |
22 |
0 |
0 |
13 |
116 |
| Can Online Delivery Increase Acces to Education? |
0 |
0 |
1 |
28 |
0 |
0 |
11 |
152 |
| Can Online Delivery Increase Access to Education? |
0 |
0 |
0 |
14 |
1 |
1 |
15 |
129 |
| 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 |
1 |
1 |
12 |
66 |
| College Access, Initial College Choice and Degree Completion |
0 |
0 |
0 |
33 |
1 |
2 |
7 |
229 |
| Does Online Delivery Increase Access to Education? |
0 |
0 |
1 |
3 |
0 |
0 |
11 |
79 |
| Early Math Coursework and College Readiness: Evidence from Targeted Middle School Math Acceleration |
0 |
0 |
0 |
8 |
0 |
0 |
12 |
63 |
| Early Math Coursework and College Readiness: Evidence from Targeted Middle School Math Acceleration |
0 |
0 |
0 |
34 |
0 |
0 |
15 |
160 |
| First Degree Earns: The Impact of College Quality on College Completion Rates |
0 |
0 |
0 |
11 |
1 |
2 |
14 |
155 |
| First Degree Earns: The Impact of College Quality on College Completion Rates |
0 |
0 |
0 |
32 |
0 |
1 |
12 |
148 |
| Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time |
1 |
2 |
5 |
88 |
8 |
18 |
63 |
464 |
| Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time |
0 |
0 |
0 |
16 |
0 |
1 |
16 |
149 |
| Gold Standards?: State Standards Reform and Student Achievement |
0 |
0 |
0 |
16 |
1 |
1 |
3 |
62 |
| Gold Standards?: State Standards Reform and Student Achievement |
0 |
0 |
0 |
2 |
0 |
0 |
8 |
30 |
| Heat and Learning |
1 |
3 |
3 |
193 |
3 |
12 |
52 |
2,016 |
| Heat and Learning |
0 |
0 |
2 |
40 |
3 |
9 |
49 |
326 |
| Heat and Learning |
0 |
1 |
1 |
20 |
1 |
5 |
31 |
180 |
| Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time |
0 |
0 |
0 |
32 |
0 |
0 |
10 |
98 |
| Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time |
0 |
0 |
1 |
115 |
0 |
1 |
47 |
712 |
| Intensive College Counseling and the College Enrollment Choices of Low Income Students |
1 |
1 |
1 |
47 |
1 |
1 |
9 |
97 |
| Intensive College Counseling and the Enrollment and Persistence of Low Income Students |
0 |
0 |
0 |
6 |
1 |
2 |
16 |
95 |
| Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra |
0 |
0 |
0 |
36 |
0 |
2 |
16 |
158 |
| Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra |
0 |
0 |
1 |
22 |
0 |
0 |
8 |
118 |
| Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra |
0 |
0 |
0 |
7 |
0 |
1 |
15 |
61 |
| Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra |
0 |
0 |
0 |
26 |
1 |
2 |
16 |
123 |
| Kumon In: The Recent, Rapid Rise of Private Tutoring Centers |
0 |
0 |
0 |
1 |
0 |
1 |
24 |
34 |
| Kumon In: The Recent, Rapid Rise of Private Tutoring Centers |
0 |
0 |
2 |
5 |
0 |
0 |
22 |
32 |
| Kumon Up: Private Tutoring Centers and Student Achievement |
7 |
7 |
7 |
7 |
5 |
5 |
5 |
5 |
| Labor Market Strength and Declining Community College Enrollment |
0 |
0 |
0 |
0 |
3 |
4 |
12 |
12 |
| Labor Market Strength and Declining Community College Enrollment |
0 |
0 |
3 |
3 |
0 |
0 |
8 |
8 |
| Labor Market Strength and Declining Community College Enrollment |
0 |
0 |
2 |
2 |
1 |
1 |
19 |
19 |
| Merit Aid, College Quality and College Completion: Massachusetts' Adams Scholarship as an In-Kind Subsidy |
0 |
0 |
0 |
130 |
0 |
2 |
31 |
303 |
| Merit Aid, College Quality and College Completion: Massachusetts' Adams Scholarship as an In-Kind Subsidy |
0 |
0 |
0 |
5 |
1 |
1 |
7 |
119 |
| Middle School Math Acceleration and Equitable Access to 8th Grade Algebra: Evidence from the Wake County Public School System |
0 |
0 |
0 |
23 |
0 |
0 |
19 |
65 |
| Middle School Math Acceleration and Equitable Access to 8th Grade Algebra: Evidence from the Wake County Public School System |
0 |
0 |
0 |
21 |
0 |
0 |
13 |
62 |
| Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns |
0 |
0 |
1 |
29 |
1 |
2 |
24 |
179 |
| O Brother, Where Start Thou? Sibling Spillovers in College Enrollment |
0 |
0 |
0 |
11 |
0 |
0 |
16 |
63 |
| O Brother, Where Start Thou? Sibling Spillovers on College and Major Choice in Four Countries |
0 |
0 |
0 |
6 |
0 |
0 |
16 |
26 |
| O Brother, Where Start Thou? Sibling Spillovers on College and Major Choice in Four Countries |
0 |
0 |
0 |
11 |
0 |
0 |
10 |
48 |
| O Brother, Where Start Thou? Sibling-Spillovers in College Enrollment |
0 |
0 |
0 |
14 |
0 |
3 |
23 |
86 |
| O brother, where start thou? Sibling spillovers on college and major choice in four countries |
0 |
0 |
0 |
6 |
0 |
2 |
11 |
43 |
| O brother, where start thou? Sibling spillovers on college and major choice in four countries |
0 |
0 |
0 |
25 |
0 |
3 |
21 |
197 |
| Objective Course Placement and College Readiness: Evidence from Targeted Middle School Math Acceleration |
0 |
0 |
0 |
18 |
0 |
2 |
14 |
67 |
| Oh Brother, Where Start Thou?: Older Siblings' College Access and the College Choices of Younger Siblings |
0 |
0 |
0 |
52 |
0 |
0 |
6 |
130 |
| Parental Socioeconomic Status, Child Health, and Human Capital |
0 |
0 |
2 |
77 |
1 |
1 |
21 |
325 |
| School Enrollment Shifts Five Years After the Pandemic |
0 |
0 |
0 |
0 |
0 |
2 |
15 |
17 |
| School Enrollment Shifts Five Years After the Pandemic |
0 |
0 |
2 |
2 |
0 |
0 |
24 |
29 |
| Sibling (Non) Rivalry: The Relationship between Siblings' College Choices |
1 |
1 |
2 |
20 |
2 |
3 |
112 |
213 |
| Skills, Schools, and Credit Constraints: Evidence from Massachusetts |
0 |
0 |
0 |
3 |
0 |
2 |
10 |
53 |
| Skills, Schools, and Credit Constraints: Evidence from Massachusetts |
0 |
0 |
0 |
0 |
0 |
0 |
5 |
22 |
| Special Education Substantially Improves Learning: Evidence from Three States |
0 |
0 |
21 |
21 |
0 |
1 |
9 |
9 |
| Special Education Substantially Improves Learning: Evidence from Three States |
0 |
0 |
14 |
14 |
0 |
3 |
18 |
18 |
| Special Education Substantially Improves Learning: Evidence from Three States |
0 |
1 |
21 |
21 |
0 |
1 |
5 |
5 |
| Take Two! SAT Retaking and College Enrollment Gaps |
0 |
0 |
1 |
5 |
0 |
0 |
15 |
62 |
| Take Two! SAT Retaking and College Enrollment Gaps |
0 |
0 |
0 |
16 |
1 |
7 |
14 |
88 |
| The COVID-19 Pandemic Disrupted Both School Bullying and Cyberbullying |
0 |
0 |
0 |
10 |
0 |
2 |
22 |
71 |
| The Economic Impact of Access to Public Four-Year Colleges |
0 |
0 |
1 |
29 |
2 |
6 |
26 |
140 |
| The Labor of Division: Returns to Compulsory High School Math Coursework |
0 |
0 |
0 |
22 |
0 |
0 |
19 |
81 |
| The Labor of Division: Returns to Compulsory High School Math Coursework |
0 |
0 |
0 |
15 |
0 |
1 |
29 |
95 |
| The Labor of Division: Returns to Compulsory High School Math Coursework |
0 |
0 |
0 |
17 |
0 |
1 |
26 |
106 |
| The Labor of Division: Returns to Compulsory Math Coursework |
0 |
0 |
0 |
7 |
0 |
0 |
6 |
129 |
| The Labor of Division: Returns to Compulsory Math Coursework |
0 |
0 |
0 |
17 |
2 |
3 |
10 |
157 |
| The Pandemic's Effect on Demand for Public Schools, Homeschooling, and Private Schools |
0 |
0 |
0 |
14 |
0 |
1 |
10 |
47 |
| The Pandemic’s Effect on Demand for Public Schools, Homeschooling, and Private Schools |
0 |
0 |
0 |
11 |
2 |
4 |
16 |
55 |
| The Relationship Between Siblings? College Choices: Evidence from One Million SAT?Taking Families |
0 |
0 |
0 |
22 |
0 |
3 |
15 |
801 |
| The Relationship between Siblings' College Choices: Evidence from One Million SAT-Taking Families |
1 |
1 |
1 |
17 |
1 |
2 |
29 |
738 |
| The Wages of Sinistrality: Handedness, Brain Structure and Human Capital Accumulation |
0 |
0 |
0 |
19 |
0 |
1 |
18 |
132 |
| The Wages of Sinistrality: Handedness, Brain Structure and Human Capital Accumulation |
0 |
0 |
0 |
26 |
0 |
1 |
9 |
151 |
| The Wages of Sinistrality: Handedness, Brain Structure and Human Capital Accumulation |
0 |
0 |
0 |
3 |
0 |
4 |
13 |
70 |
| The relationship between siblings’ college choices: Evidence from one million SAT-taking families |
0 |
0 |
0 |
13 |
1 |
2 |
17 |
118 |
| The relationship between siblings’ college choices: Evidence from one million SAT-taking families |
0 |
0 |
0 |
11 |
0 |
4 |
21 |
130 |
| Who Merits Financial Aid?: Massachusetts' Adams Scholarship |
0 |
0 |
0 |
5 |
0 |
0 |
14 |
53 |
| Total Working Papers |
24 |
29 |
111 |
1,994 |
61 |
173 |
1,550 |
12,905 |
| Journal Article |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| A FEW GOODMEN: SURNAME-SHARING ECONOMIST COAUTHORS |
0 |
0 |
1 |
11 |
1 |
5 |
20 |
107 |
| Ability signals and rigorous coursework: Evidence from AP Calculus participation |
0 |
0 |
0 |
3 |
0 |
0 |
21 |
35 |
| Ability-Tracking, Instructional Time, and Better Pedagogy: The Effect of Double-Dose Algebra on Student Achievement |
0 |
0 |
0 |
18 |
1 |
4 |
11 |
145 |
| Access to 4-Year Public Colleges and Degree Completion |
0 |
0 |
0 |
48 |
0 |
0 |
12 |
191 |
| Bankruptcy Law and the Cost of Credit: The Impact of Cramdown on Mortgage Interest Rates |
0 |
0 |
0 |
8 |
0 |
0 |
14 |
157 |
| Can Online Delivery Increase Access to Education? |
0 |
0 |
2 |
33 |
0 |
1 |
29 |
302 |
| Heat and Learning |
0 |
5 |
16 |
130 |
6 |
28 |
152 |
801 |
| Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time |
0 |
0 |
3 |
49 |
0 |
0 |
22 |
280 |
| Intensive College Counseling and the Enrollment and Persistence of Low-Income Students |
0 |
0 |
3 |
23 |
1 |
1 |
26 |
129 |
| Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra |
0 |
0 |
2 |
53 |
1 |
5 |
44 |
366 |
| Kumon In: The Recent, Rapid Rise of Private Tutoring Centers |
0 |
0 |
0 |
0 |
1 |
2 |
22 |
22 |
| Learning is inhibited by heat exposure, both internationally and within the United States |
0 |
0 |
1 |
42 |
1 |
6 |
39 |
175 |
| Merit Aid, College Quality, and College Completion: Massachusetts' Adams Scholarship as an In-Kind Subsidy |
0 |
0 |
0 |
29 |
3 |
4 |
23 |
199 |
| Nudging at scale: Experimental evidence from FAFSA completion campaigns |
0 |
1 |
5 |
34 |
6 |
14 |
34 |
172 |
| O Brother, Where Start Thou? Sibling Spillovers on College and Major Choice in Four Countries* |
0 |
0 |
1 |
41 |
2 |
3 |
20 |
195 |
| Objective course placement and college readiness: Evidence from targeted middle school math acceleration |
0 |
0 |
2 |
18 |
0 |
3 |
21 |
138 |
| Publisher Correction: Learning is inhibited by heat exposure, both internationally and within the United States |
0 |
0 |
1 |
7 |
0 |
1 |
15 |
35 |
| Racial Diversity and Measuring Merit: Evidence from Boston's Exam School Admissions |
0 |
0 |
0 |
10 |
1 |
3 |
18 |
47 |
| Reprint of “The relationship between siblings’ college choices: Evidence from one million SAT-taking families” |
0 |
0 |
0 |
9 |
3 |
3 |
21 |
170 |
| School enrollment shifts five years after the pandemic |
0 |
0 |
0 |
0 |
1 |
4 |
23 |
23 |
| Skills, Schools, and Credit Constraints: Evidence from Massachusetts |
0 |
0 |
0 |
7 |
0 |
1 |
8 |
57 |
| Take Two! SAT Retaking and College Enrollment Gaps |
1 |
1 |
1 |
24 |
2 |
3 |
21 |
149 |
| The COVID-19 Pandemic Disrupted Both School Bullying and Cyberbullying |
0 |
0 |
0 |
5 |
0 |
0 |
15 |
45 |
| The Labor of Division: Returns to Compulsory High School Math Coursework |
0 |
0 |
1 |
15 |
2 |
4 |
35 |
200 |
| The Pandemic’s effect on demand for public schools, homeschooling, and private schools |
0 |
0 |
0 |
4 |
1 |
1 |
21 |
47 |
| The Wages of Sinistrality: Handedness, Brain Structure, and Human Capital Accumulation |
0 |
0 |
0 |
19 |
0 |
1 |
24 |
195 |
| The relationship between siblings’ college choices: Evidence from one million SAT-taking families |
1 |
1 |
1 |
15 |
1 |
5 |
77 |
603 |
| The stickiness of pandemic-driven disenrollment from public schools |
0 |
0 |
0 |
2 |
1 |
2 |
18 |
33 |
| Who merits financial aid?: Massachusetts' Adams Scholarship |
0 |
0 |
1 |
60 |
1 |
1 |
14 |
250 |
| Total Journal Articles |
2 |
8 |
41 |
717 |
36 |
105 |
820 |
5,268 |
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