| 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 |
4 |
6 |
13 |
55 |
| A Few Goodmen: Surname-Sharing Co-Authors in Economics |
0 |
0 |
0 |
8 |
1 |
3 |
14 |
52 |
| A Few Goodmen: Surname-Sharing Co-Authors in Economics |
0 |
0 |
0 |
16 |
0 |
2 |
7 |
30 |
| A Few Goodmen: Surname-Sharing Economist Coauthors |
2 |
2 |
4 |
55 |
5 |
12 |
28 |
188 |
| A Population Level Study of the Effects of Early Intervention for Autism |
0 |
0 |
0 |
78 |
0 |
5 |
17 |
148 |
| Ability-Tracking, Instructional Time, and Better Pedagogy: The Effect of Double-Dose Algebra on Student Achievement |
0 |
0 |
0 |
4 |
0 |
2 |
7 |
27 |
| Access to Four-Year Public Colleges and Degree Completion |
0 |
0 |
3 |
36 |
0 |
2 |
15 |
56 |
| Access to Four-Year Public Colleges and Degree Completion |
0 |
0 |
0 |
57 |
4 |
5 |
14 |
117 |
| Bankruptcy Law and The Cost of Credit: The Impact of Cramdown on Mortgage Interest Rates |
0 |
0 |
0 |
0 |
1 |
3 |
12 |
47 |
| Bankruptcy Law and The Cost of Credit: The Impact of Cramdown on Mortgage Interest Rates |
1 |
1 |
1 |
2 |
3 |
9 |
17 |
42 |
| Bankruptcy Law and the Cost of Credit: The Impact of Cramdown on Mortgage Interest Rates |
0 |
0 |
0 |
22 |
0 |
2 |
11 |
80 |
| Can Online Delivery Increase Acces to Education? |
0 |
0 |
12 |
24 |
2 |
6 |
44 |
81 |
| Can Online Delivery Increase Access to Education? |
0 |
0 |
1 |
13 |
1 |
6 |
25 |
44 |
| Can States Take Over and Turn Around School Districts? Evidence from Lawrence, Massachusetts |
0 |
0 |
0 |
33 |
1 |
2 |
6 |
41 |
| Can States Take Over and Turn Around School Districts? Evidence from Lawrence, Massachusetts |
0 |
0 |
0 |
9 |
0 |
1 |
5 |
22 |
| College Access, Initial College Choice and Degree Completion |
0 |
1 |
3 |
30 |
0 |
3 |
18 |
87 |
| Does Online Delivery Increase Access to Education? |
0 |
0 |
1 |
2 |
0 |
4 |
30 |
44 |
| Early Math Coursework and College Readiness: Evidence from Targeted Middle School Math Acceleration |
0 |
1 |
3 |
32 |
3 |
8 |
32 |
109 |
| Early Math Coursework and College Readiness: Evidence from Targeted Middle School Math Acceleration |
0 |
0 |
0 |
8 |
0 |
1 |
4 |
34 |
| First Degree Earns: The Impact of College Quality on College Completion Rates |
0 |
1 |
2 |
30 |
0 |
3 |
11 |
85 |
| First Degree Earns: The Impact of College Quality on College Completion Rates |
0 |
1 |
4 |
10 |
0 |
2 |
16 |
50 |
| Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time |
0 |
0 |
0 |
14 |
0 |
1 |
8 |
72 |
| Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time |
2 |
5 |
17 |
52 |
6 |
22 |
77 |
227 |
| Gold Standards?: State Standards Reform and Student Achievement |
0 |
0 |
2 |
2 |
0 |
1 |
8 |
17 |
| Gold Standards?: State Standards Reform and Student Achievement |
0 |
0 |
3 |
16 |
1 |
3 |
9 |
55 |
| Heat and Learning |
1 |
1 |
11 |
14 |
4 |
8 |
36 |
91 |
| Heat and Learning |
0 |
0 |
1 |
29 |
4 |
15 |
45 |
74 |
| Heat and Learning |
0 |
0 |
0 |
18 |
1 |
5 |
15 |
49 |
| Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time |
2 |
4 |
4 |
4 |
4 |
11 |
11 |
11 |
| Intensive College Counseling and the College Enrollment Choices of Low Income Students |
0 |
1 |
7 |
41 |
0 |
2 |
13 |
67 |
| Intensive College Counseling and the Enrollment and Persistence of Low Income Students |
0 |
0 |
1 |
6 |
3 |
5 |
15 |
29 |
| Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra |
0 |
0 |
1 |
16 |
0 |
3 |
12 |
69 |
| Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra |
0 |
0 |
0 |
5 |
1 |
5 |
10 |
32 |
| Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra |
0 |
0 |
0 |
26 |
2 |
6 |
14 |
63 |
| Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra |
0 |
0 |
0 |
35 |
0 |
3 |
13 |
121 |
| Merit Aid, College Quality and College Completion: Massachusetts' Adams Scholarship as an In-Kind Subsidy |
0 |
1 |
8 |
115 |
3 |
5 |
70 |
165 |
| Merit Aid, College Quality and College Completion: Massachusetts' Adams Scholarship as an In-Kind Subsidy |
0 |
0 |
0 |
1 |
0 |
1 |
17 |
42 |
| Middle School Math Acceleration and Equitable Access to 8th Grade Algebra: Evidence from the Wake County Public School System |
0 |
0 |
1 |
17 |
0 |
1 |
9 |
29 |
| Middle School Math Acceleration and Equitable Access to 8th Grade Algebra: Evidence from the Wake County Public School System |
0 |
0 |
0 |
21 |
2 |
3 |
6 |
36 |
| Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns |
0 |
0 |
19 |
19 |
3 |
6 |
40 |
41 |
| O Brother, Where Start Thou? Sibling Spillovers in College Enrollment |
0 |
0 |
9 |
9 |
1 |
6 |
22 |
22 |
| O Brother, Where Start Thou? Sibling Spillovers on College and Major Choice in Four Countries |
0 |
4 |
4 |
4 |
0 |
6 |
8 |
8 |
| O Brother, Where Start Thou? Sibling Spillovers on College and Major Choice in Four Countries |
0 |
3 |
6 |
6 |
1 |
11 |
20 |
20 |
| O Brother, Where Start Thou? Sibling-Spillovers in College Enrollment |
0 |
0 |
12 |
12 |
0 |
3 |
14 |
14 |
| Objective Course Placement and College Readiness: Evidence from Targeted Middle School Math Acceleration |
0 |
0 |
0 |
16 |
1 |
2 |
6 |
33 |
| Oh Brother, Where Start Thou?: Older Siblings' College Access and the College Choices of Younger Siblings |
0 |
1 |
4 |
52 |
0 |
4 |
16 |
104 |
| Parental Socioeconomic Status, Child Health, and Human Capital |
0 |
1 |
10 |
53 |
0 |
4 |
36 |
219 |
| Sibling (Non) Rivalry: The Relationship between Siblings' College Choices |
0 |
0 |
1 |
16 |
0 |
2 |
12 |
57 |
| Skills, Schools, and Credit Constraints: Evidence from Massachusetts |
0 |
0 |
0 |
0 |
1 |
2 |
8 |
13 |
| Skills, Schools, and Credit Constraints: Evidence from Massachusetts |
0 |
0 |
0 |
3 |
1 |
2 |
10 |
35 |
| Take Two! SAT Retaking and College Enrollment Gaps |
0 |
0 |
2 |
15 |
3 |
7 |
23 |
47 |
| Take Two! SAT Retaking and College Enrollment Gaps |
0 |
0 |
1 |
3 |
2 |
5 |
15 |
20 |
| The Economic Impact of Access to Public Four-Year Colleges |
1 |
13 |
20 |
20 |
2 |
15 |
27 |
27 |
| The Labor of Division: Returns to Compulsory High School Math Coursework |
0 |
0 |
0 |
15 |
1 |
4 |
13 |
34 |
| The Labor of Division: Returns to Compulsory High School Math Coursework |
0 |
0 |
1 |
15 |
0 |
2 |
15 |
37 |
| The Labor of Division: Returns to Compulsory High School Math Coursework |
0 |
0 |
0 |
22 |
2 |
5 |
19 |
36 |
| The Labor of Division: Returns to Compulsory Math Coursework |
0 |
0 |
2 |
17 |
0 |
2 |
17 |
84 |
| The Labor of Division: Returns to Compulsory Math Coursework |
0 |
0 |
1 |
4 |
1 |
3 |
13 |
41 |
| The Relationship Between Siblings? College Choices: Evidence from One Million SAT?Taking Families |
0 |
0 |
0 |
22 |
2 |
12 |
22 |
749 |
| The Relationship between Siblings' College Choices: Evidence from One Million SAT-Taking Families |
0 |
0 |
1 |
16 |
3 |
7 |
30 |
627 |
| The Wages of Sinistrality: Handedness, Brain Structure and Human Capital Accumulation |
0 |
0 |
0 |
26 |
0 |
2 |
10 |
118 |
| The Wages of Sinistrality: Handedness, Brain Structure and Human Capital Accumulation |
0 |
0 |
0 |
19 |
1 |
2 |
8 |
88 |
| The Wages of Sinistrality: Handedness, Brain Structure and Human Capital Accumulation |
0 |
0 |
0 |
2 |
1 |
2 |
5 |
40 |
| The relationship between siblings’ college choices: Evidence from one million SAT-taking families |
0 |
0 |
0 |
13 |
5 |
7 |
16 |
91 |
| The relationship between siblings’ college choices: Evidence from one million SAT-taking families |
0 |
0 |
1 |
11 |
4 |
7 |
20 |
90 |
| Who Merits Financial Aid?: Massachusetts' Adams Scholarship |
0 |
0 |
0 |
5 |
0 |
1 |
7 |
25 |
| Total Working Papers |
9 |
41 |
184 |
1,319 |
91 |
318 |
1,186 |
5,408 |
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