| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| A quantitative look at the economic impact of the European Union's educational goals* |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
3 |
| Addressing Cross-National Generalizability in Educational Impact Evaluation |
0 |
0 |
0 |
14 |
0 |
0 |
0 |
79 |
| Addressing Cross-National Generalizability in Educational Impact Evaluation |
0 |
0 |
0 |
9 |
0 |
0 |
0 |
60 |
| Age and Cognitive Skills: Use It or Lose It |
0 |
0 |
21 |
21 |
1 |
1 |
16 |
16 |
| Aggregation and the Estimated Effects of School Resources |
0 |
0 |
0 |
411 |
0 |
0 |
2 |
1,807 |
| Aggregation and the Estimated Effects of School Resources |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
461 |
| Are U.S. students ready to compete?: The latest on each state’s international standing |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
30 |
| Assessing the Effects of School Resources on Student Performance: An Update |
0 |
0 |
0 |
10 |
2 |
9 |
24 |
2,631 |
| Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools |
2 |
2 |
3 |
25 |
2 |
3 |
7 |
18 |
| Balancing Federalism: The Impact of Decentralizing School Accountability |
0 |
0 |
1 |
1 |
0 |
0 |
6 |
6 |
| Borrowing Constraints, College Aid, and Intergenerational Mobility |
0 |
0 |
0 |
6 |
0 |
0 |
1 |
76 |
| Borrowing Constraints, College Aid, and Intergenerational Mobility |
0 |
0 |
0 |
43 |
0 |
0 |
0 |
89 |
| Borrowing Constraints, College Aid, and Intergenerational Mobility |
0 |
0 |
0 |
91 |
0 |
1 |
1 |
374 |
| Can Greater Access to Education Be Inequitable? New Evidence from India’s Right to Education Act |
0 |
0 |
3 |
22 |
0 |
1 |
6 |
66 |
| Can Patience Account For Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
1 |
| Can Patience Account for Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests |
0 |
0 |
0 |
9 |
0 |
0 |
6 |
16 |
| Can Patience Account for Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests |
0 |
0 |
1 |
17 |
1 |
1 |
11 |
22 |
| Can Patience Account for Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests |
0 |
0 |
0 |
11 |
0 |
0 |
3 |
25 |
| Charter School Quality and Parental Decision Making With School Choice |
0 |
0 |
0 |
298 |
1 |
1 |
3 |
948 |
| Charter School Quality and Parental Decision Making with School Choice |
0 |
0 |
0 |
16 |
0 |
0 |
1 |
126 |
| Comments |
0 |
0 |
0 |
0 |
1 |
1 |
2 |
2 |
| Constrained Job Matching: Does Teacher Job Search Harm Disadvantaged Urban Schools? |
0 |
0 |
0 |
15 |
2 |
2 |
2 |
132 |
| Constrained Job Matching: Does Teacher Job Search Harm Disadvantaged Urban Schools? |
0 |
0 |
0 |
51 |
0 |
0 |
1 |
220 |
| Contexts of Convenience: Generalizing from Published Evaluations of School Finance Policies |
0 |
0 |
0 |
8 |
1 |
1 |
9 |
16 |
| Contexts of Convenience: Generalizing from Published Evaluations of School Finance Policies |
0 |
0 |
0 |
5 |
0 |
0 |
0 |
5 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
55 |
0 |
0 |
1 |
103 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
2 |
0 |
1 |
1 |
29 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
27 |
1 |
1 |
2 |
45 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
6 |
0 |
0 |
1 |
38 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
1 |
36 |
0 |
0 |
4 |
98 |
| Coping with change: International differences in returns to skills |
0 |
0 |
0 |
71 |
0 |
1 |
2 |
96 |
| Coping with change: International differences in the returns to skills |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
30 |
| Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking |
0 |
0 |
0 |
10 |
2 |
2 |
3 |
23 |
| Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking |
0 |
0 |
0 |
5 |
0 |
0 |
3 |
15 |
| Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking |
0 |
0 |
1 |
23 |
0 |
0 |
1 |
57 |
| Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking |
0 |
0 |
1 |
17 |
2 |
4 |
11 |
75 |
| Disruption versus Tiebout Improvement: The Costs and Benefits of Switching Schools |
0 |
0 |
0 |
178 |
0 |
0 |
1 |
975 |
| Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation |
0 |
0 |
0 |
238 |
0 |
1 |
7 |
864 |
| Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation |
0 |
0 |
0 |
189 |
0 |
0 |
6 |
380 |
| Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation |
0 |
0 |
0 |
537 |
1 |
5 |
11 |
1,182 |
| Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation |
0 |
0 |
2 |
84 |
2 |
5 |
19 |
420 |
| Do Higher Salaries Buy Better Teachers? |
0 |
1 |
3 |
1,241 |
1 |
3 |
14 |
7,829 |
| Do Students Care about School Quality? Determinants of Dropout Behavior in Developing Countries |
0 |
0 |
0 |
256 |
2 |
3 |
6 |
816 |
| Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation |
0 |
0 |
0 |
0 |
0 |
1 |
3 |
190 |
| Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries |
0 |
0 |
0 |
58 |
0 |
0 |
0 |
230 |
| Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries |
0 |
0 |
0 |
24 |
1 |
2 |
4 |
156 |
| Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries |
0 |
1 |
2 |
129 |
1 |
2 |
5 |
887 |
| Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries |
0 |
0 |
0 |
446 |
1 |
1 |
2 |
1,947 |
| Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries |
1 |
1 |
2 |
363 |
1 |
1 |
6 |
1,481 |
| Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries |
0 |
0 |
7 |
566 |
3 |
7 |
57 |
1,838 |
| Does Peer Ability Affect Student Achievement? |
0 |
1 |
1 |
551 |
0 |
2 |
11 |
2,244 |
| Does Pollution Increase School Absences? |
0 |
0 |
0 |
102 |
0 |
0 |
2 |
462 |
| Does School Accountability Lead to Improved Student Performance? |
1 |
1 |
1 |
443 |
1 |
1 |
9 |
1,518 |
| Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA |
0 |
0 |
1 |
60 |
0 |
0 |
3 |
239 |
| Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA |
0 |
0 |
0 |
93 |
0 |
0 |
1 |
408 |
| Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
121 |
| Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA |
0 |
1 |
1 |
203 |
0 |
1 |
1 |
343 |
| Does Special Education Raise Academic Achievement for Students with Disabilities? |
0 |
0 |
0 |
670 |
0 |
0 |
2 |
3,957 |
| Does educational tracking affect performance and inequality? differences-in-differences evidence across countries |
0 |
0 |
0 |
0 |
0 |
1 |
7 |
122 |
| Does school autonomy make sense everywhere? Panel estimates from PISA |
0 |
0 |
0 |
0 |
0 |
0 |
4 |
102 |
| Dropping Out of school: Further Evidence on the Role of School Quality in Developing Countries |
0 |
0 |
0 |
2 |
1 |
1 |
3 |
667 |
| Dynamic Effects of Teacher Turnover on the Quality of Instruction |
0 |
0 |
1 |
5 |
0 |
0 |
3 |
53 |
| Dynamic Effects of Teacher Turnover on the Quality of Instruction |
0 |
0 |
0 |
62 |
0 |
0 |
1 |
133 |
| Economic Gains for U.S. States from Educational Reform |
0 |
0 |
0 |
47 |
0 |
0 |
0 |
95 |
| Economic Gains for U.S. States from Educational Reform |
0 |
0 |
0 |
79 |
1 |
1 |
1 |
57 |
| Economic Gains for U.S. States from Educational Reform |
0 |
0 |
0 |
5 |
0 |
0 |
0 |
68 |
| Economic Gains for U.S. States from Educational Reform |
0 |
0 |
1 |
29 |
0 |
0 |
1 |
50 |
| Economic Gains from Educational Reform by US States |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
52 |
| Education and economic growth: It’s not just going to school, but learning something while there that matters |
0 |
0 |
0 |
0 |
2 |
3 |
30 |
402 |
| Efficiency and Equity in Schools around the World |
0 |
0 |
0 |
540 |
0 |
0 |
0 |
2,299 |
| Employer Learning and the Dynamics of Returns to Universities: Evidence from Chinese Elite Education during University Expansion |
0 |
1 |
1 |
1 |
0 |
1 |
4 |
4 |
| Employer Learning and the Dynamics of Returns to Universities: Evidence from Chinese Elite Education during University Expansion |
1 |
1 |
2 |
27 |
2 |
4 |
9 |
83 |
| Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals |
0 |
0 |
5 |
156 |
1 |
2 |
17 |
628 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
1 |
388 |
3 |
6 |
16 |
1,372 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
1 |
125 |
1 |
1 |
10 |
371 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
3 |
27 |
0 |
1 |
7 |
132 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
1 |
92 |
1 |
2 |
12 |
190 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
0 |
318 |
3 |
5 |
18 |
683 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
0 |
91 |
0 |
0 |
4 |
193 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle |
0 |
0 |
0 |
0 |
1 |
5 |
14 |
169 |
| Global Universal Basic Skills: Current Deficits and Implications for World Development |
0 |
1 |
1 |
2 |
0 |
3 |
4 |
13 |
| Global Universal Basic Skills: Current Deficits and Implications for World Development |
0 |
0 |
0 |
1 |
1 |
4 |
5 |
8 |
| Global Universal Basic Skills: Current Deficits and Implications for World Development |
0 |
1 |
2 |
12 |
0 |
1 |
4 |
38 |
| Global Universal Basic Skills: Current Deficits and Implications for World Development |
0 |
0 |
0 |
1 |
0 |
1 |
4 |
11 |
| Global Universal Basic Skills: Current Deficits and Implications for World Development |
0 |
0 |
1 |
3 |
1 |
3 |
10 |
29 |
| Harming the Best: How Schools Affect the Black-White Achievement Gap |
0 |
0 |
1 |
158 |
0 |
0 |
1 |
546 |
| Health and Schooling: Evidence and Policy Implications for Developping Countries |
0 |
0 |
0 |
0 |
1 |
1 |
2 |
298 |
| Household Location and Schools in Metropolitan Areas with Heterogeneous Suburbs: Tiebout, Alonso, and Government Policy |
0 |
0 |
0 |
17 |
0 |
0 |
0 |
109 |
| Household Location and Schools in Metropolitan Areas with Heterogeneous Suburbs; Tiebout, Alonso, and Government Policy |
0 |
0 |
0 |
31 |
0 |
0 |
0 |
138 |
| How Much Do Educational Outcomes Matter in OECD Countries? |
0 |
0 |
0 |
115 |
0 |
0 |
6 |
200 |
| How Much Do Educational Outcomes Matter in OECD Countries? |
0 |
0 |
0 |
284 |
6 |
6 |
14 |
534 |
| How much do Educational Outcomes Matter in OECD Countries? |
0 |
0 |
0 |
109 |
0 |
0 |
1 |
293 |
| How much do educational outcomes matter in OECD countries? |
0 |
0 |
0 |
0 |
1 |
1 |
6 |
67 |
| Human Capital Quality and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
1 |
62 |
0 |
1 |
5 |
90 |
| Human Capital Quality and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
1 |
20 |
0 |
0 |
1 |
102 |
| Human Capital Quality and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
0 |
50 |
2 |
2 |
4 |
91 |
| Incidence and Outcomes of School Finance Litigation: 1968-2021 |
0 |
1 |
2 |
3 |
1 |
2 |
5 |
16 |
| International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
0 |
23 |
0 |
0 |
2 |
84 |
| Interpreting Recent Research on Schooling in Developing Countries |
0 |
0 |
0 |
0 |
1 |
1 |
2 |
1,144 |
| Is the U.S. catching up?: International and state trends in student achievement |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
42 |
| Knowledge Capital and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
0 |
123 |
1 |
2 |
2 |
199 |
| Knowledge Capital and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
1 |
54 |
0 |
0 |
1 |
51 |
| Knowledge Capital and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
0 |
56 |
0 |
0 |
1 |
152 |
| Knowledge Capital and Aggregate Income Differences: Development Accounting for US States\ |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
53 |
| Knowledge capital, growth, and the East Asian miracle Access to schools achieves only so much if quality is poor |
0 |
0 |
0 |
0 |
1 |
1 |
6 |
72 |
| Land Use Controls and the Provision of Education |
0 |
0 |
0 |
28 |
0 |
1 |
3 |
133 |
| Long-Run Trends in the U.S. SES-Achievement Gap |
0 |
0 |
0 |
38 |
0 |
0 |
3 |
36 |
| Long-Run Trends in the U.S. SES-Achievement Gap |
0 |
0 |
1 |
30 |
1 |
1 |
3 |
67 |
| Long-run Trends in the U.S. SES-Achievement Gap |
0 |
0 |
0 |
32 |
1 |
2 |
3 |
61 |
| Long-run Trends in the U.S. SES-Achievement Gap |
0 |
0 |
2 |
46 |
1 |
2 |
8 |
162 |
| New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement |
1 |
1 |
1 |
626 |
1 |
2 |
3 |
4,036 |
| Opportunities, Race, and Urban Location: The Influence of John Kain |
0 |
0 |
0 |
140 |
0 |
1 |
1 |
652 |
| Opportunities, Race, and Urban Location: The Influence of John Kain |
0 |
0 |
0 |
33 |
2 |
2 |
3 |
227 |
| Opportunities, Race, and Urban Location: the Influence of John Kain |
0 |
0 |
0 |
3 |
1 |
1 |
1 |
67 |
| Overview of the symposium on performance pay for teachers |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
44 |
| Patience and Subnational Differences in Human Capital: Regional Analysis with Facebook Interests |
1 |
1 |
3 |
3 |
3 |
4 |
4 |
4 |
| Patience and Subnational Differences in Human Capital: Regional Analysis with Facebook Interests |
0 |
1 |
1 |
1 |
0 |
0 |
0 |
0 |
| Performance Information and Personnel Decisions in the Public Sector: The Case of School Principals |
0 |
0 |
1 |
60 |
0 |
0 |
4 |
79 |
| Performance Information and Personnel Decisions in the Public Sector: The Case of School Principals |
0 |
0 |
0 |
3 |
0 |
0 |
0 |
17 |
| Publicly Provided Education |
1 |
1 |
3 |
652 |
1 |
1 |
14 |
1,316 |
| Quality-Consistent Estimates of International Returns to Skill |
0 |
0 |
1 |
193 |
1 |
1 |
3 |
499 |
| Rationalizing School Spending: Efficiency, Externalities and Equity, and their Connection to Rising Costs |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
461 |
| Redistribution through Education and Other Transfer Mechanisms |
0 |
0 |
0 |
129 |
0 |
0 |
1 |
606 |
| Redistribution through Education and Other Transfer Mechanisms |
0 |
0 |
0 |
133 |
0 |
0 |
0 |
340 |
| Redistribution through Education: The case of pure material cost |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
260 |
| Residential Location and Education in the United States |
1 |
1 |
4 |
61 |
1 |
2 |
7 |
113 |
| Returns to Skills Around the World: Evidence From PIAAC |
0 |
0 |
0 |
71 |
2 |
2 |
2 |
98 |
| Returns to Skills Around the World: Evidence from PIAAC |
0 |
0 |
1 |
84 |
0 |
5 |
7 |
241 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
1 |
63 |
2 |
4 |
10 |
221 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
69 |
0 |
1 |
1 |
106 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
136 |
0 |
0 |
1 |
129 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
365 |
0 |
0 |
2 |
733 |
| Sample Selectivity and the Validity of International Student Achievement Tests in Economic Research |
0 |
0 |
0 |
92 |
0 |
0 |
0 |
258 |
| Sample Selectivity and the Validity of International Student Achievement Tests in Economic Research |
0 |
0 |
0 |
44 |
0 |
0 |
1 |
121 |
| Sample Selectivity and the Validity of International Student Achievement Tests in Economic Research |
0 |
0 |
0 |
30 |
0 |
0 |
0 |
184 |
| Sample selectivity and the validity of international student achievement tests in economic research |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
28 |
| School Choice: Traditional Mechanisms and Extending the Poor's Ability to Choose |
0 |
0 |
2 |
92 |
0 |
0 |
2 |
358 |
| School Choice: Traditional Mechanisms and Extending the PoorÂ’s Ability to Choose |
0 |
0 |
0 |
5 |
0 |
0 |
0 |
38 |
| School Quality and the Black-White Achievement Gap |
0 |
0 |
0 |
216 |
1 |
1 |
3 |
867 |
| School Quality, Acheivement Bias, and Dropout Behavoiir in Egypt |
0 |
0 |
0 |
1 |
1 |
3 |
5 |
497 |
| School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 |
1 |
1 |
5 |
574 |
2 |
4 |
53 |
1,425 |
| School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 |
0 |
1 |
4 |
297 |
2 |
4 |
12 |
625 |
| Schooling, Cognitive Skills, and the Latin American Growth Puzzle |
0 |
0 |
0 |
67 |
0 |
0 |
0 |
218 |
| Schooling, Cognitive Skills, and the Latin American Growth Puzzle |
0 |
0 |
0 |
215 |
0 |
0 |
1 |
498 |
| Schooling, Cognitive Skills, and the Latin American Growth Puzzle |
0 |
0 |
0 |
68 |
0 |
0 |
0 |
168 |
| Schooling, Inequality, and the Impact of Government |
0 |
0 |
0 |
202 |
0 |
0 |
1 |
946 |
| Schooling, Labor Force Quality, and Economic Growth |
0 |
0 |
3 |
1,360 |
1 |
1 |
9 |
3,769 |
| Schooling, educational achievement, and the Latin American growth puzzle |
0 |
0 |
0 |
0 |
0 |
0 |
7 |
191 |
| Schools and Location: Tiebout, Alonso, and Government Policy |
0 |
0 |
0 |
113 |
0 |
0 |
0 |
323 |
| Self-Financing Educational Investments: The Quality Imperative in Developing Countries |
0 |
0 |
0 |
0 |
3 |
3 |
4 |
351 |
| Some Simple Analytics of School Quality |
1 |
1 |
2 |
343 |
1 |
1 |
5 |
811 |
| Struggling Schools, Principals, and Teachers |
0 |
0 |
0 |
36 |
1 |
1 |
1 |
87 |
| Teachers, Schools, and Academic Achievement |
1 |
1 |
4 |
1,021 |
7 |
9 |
46 |
4,624 |
| Teaching math to the talented |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
65 |
| Testing |
0 |
0 |
0 |
25 |
0 |
0 |
0 |
40 |
| Testing |
0 |
0 |
0 |
11 |
0 |
0 |
2 |
41 |
| Testing |
0 |
0 |
0 |
24 |
1 |
2 |
2 |
29 |
| Testing |
0 |
0 |
0 |
21 |
1 |
2 |
4 |
52 |
| Testing |
0 |
0 |
0 |
30 |
0 |
1 |
2 |
79 |
| The Causes and Effects of Grade Repetition: Evidence from Brazil |
0 |
0 |
0 |
0 |
0 |
0 |
3 |
532 |
| The Economic Value of Higher Teacher Quality |
0 |
0 |
0 |
225 |
0 |
0 |
3 |
787 |
| The Economics of International Differences in Educational Achievement |
1 |
1 |
3 |
381 |
3 |
5 |
13 |
839 |
| The Economics of International Differences in Educational Achievement |
0 |
0 |
0 |
151 |
1 |
2 |
4 |
463 |
| The Economics of International Differences in Educational Achievement |
0 |
0 |
2 |
207 |
3 |
5 |
29 |
432 |
| The Economics of International Differences in Educational Achievement |
0 |
0 |
0 |
63 |
0 |
0 |
5 |
354 |
| The Effects of Comprehensive Educator Evaluation and Pay Reform on Achievement |
0 |
0 |
0 |
33 |
0 |
3 |
7 |
34 |
| The Effects of Education Quality on Income Growth and Mortality Decline |
0 |
0 |
1 |
359 |
1 |
2 |
4 |
1,683 |
| The Evidence on Class Size |
0 |
0 |
0 |
427 |
0 |
2 |
6 |
1,219 |
| The Evolution of Charter School Quality |
0 |
0 |
0 |
69 |
0 |
1 |
3 |
174 |
| The Failure of Input-based Schooling Policies |
0 |
1 |
1 |
529 |
1 |
3 |
12 |
1,455 |
| The Impact of Teacher Skills on Student Performance across Countries |
0 |
0 |
0 |
89 |
0 |
0 |
2 |
209 |
| The Intergenerational Transmission of Cognitive Skills: An Investigation of the Causal Impact of Families on Student Outcomes |
0 |
0 |
1 |
39 |
0 |
1 |
5 |
64 |
| The Intergenerational Transmission of Cognitive Skills: An Investigation of the Causal Impact of Families on Student Outcomes |
0 |
0 |
0 |
44 |
0 |
0 |
1 |
49 |
| The Lasting Impacts of Middle School Principals |
0 |
0 |
15 |
15 |
2 |
3 |
23 |
23 |
| The Long Run Importance of School Quality |
0 |
0 |
1 |
592 |
0 |
1 |
8 |
5,959 |
| The Market for Teacher Quality |
0 |
0 |
0 |
467 |
0 |
5 |
13 |
1,361 |
| The Market for Teacher Quality |
0 |
0 |
0 |
22 |
0 |
1 |
2 |
128 |
| The Productivity Collapse in Schools |
0 |
0 |
0 |
0 |
0 |
1 |
4 |
216 |
| The Role of Cognitive Skills in Economic Development |
1 |
1 |
3 |
297 |
2 |
6 |
22 |
1,119 |
| The Role of School Improvement in Economic Development |
0 |
0 |
0 |
399 |
1 |
3 |
13 |
1,126 |
| The Role of School Improvement in Economic Development |
0 |
0 |
0 |
221 |
0 |
0 |
5 |
628 |
| The Unwavering SES Achievement Gap: Trends in U.S. Student Performance |
0 |
1 |
5 |
18 |
1 |
2 |
9 |
101 |
| The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
1 |
50 |
0 |
0 |
4 |
178 |
| The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
0 |
87 |
0 |
0 |
1 |
212 |
| The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
1 |
51 |
0 |
1 |
5 |
121 |
| The economic benefit of educational reform in the European Union |
0 |
0 |
0 |
0 |
1 |
2 |
2 |
91 |
| The economic impacts of learning losses |
0 |
0 |
0 |
18 |
1 |
6 |
16 |
101 |
| The intergenerational transmission of cognitive skills: an investigation of the causal impact of families on student outcomes |
0 |
0 |
1 |
15 |
0 |
0 |
5 |
20 |
| The intergenerational transmission of cognitive skills: an investigation of the causal impact of families on student outcomes |
0 |
0 |
0 |
4 |
0 |
0 |
1 |
10 |
| The role of cognitive skills in economic development |
0 |
0 |
0 |
0 |
1 |
2 |
4 |
195 |
| The role of education quality for economic growth |
2 |
3 |
16 |
1,671 |
12 |
32 |
137 |
4,534 |
| U.S. School Finance: Resources and Outcomes |
0 |
0 |
0 |
24 |
0 |
0 |
1 |
21 |
| Understanding Trends in Chinese Skill Premiums, 2007-2018 |
1 |
1 |
3 |
19 |
2 |
3 |
6 |
29 |
| Understanding the 20th Century Explosion in U.S. School Costs |
0 |
0 |
0 |
1 |
0 |
1 |
1 |
274 |
| Understanding the 20th Century Growth in U.S. School Spending |
0 |
0 |
1 |
193 |
1 |
1 |
5 |
1,249 |
| WHAT CAN BE DONE WITH BAD SCHOOL PERFORMANCE DATA? |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
318 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
0 |
0 |
40 |
0 |
0 |
3 |
38 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
1 |
2 |
60 |
1 |
4 |
6 |
29 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
1 |
4 |
54 |
0 |
1 |
9 |
102 |
| Why Public Schools Lose Teachers |
0 |
0 |
1 |
305 |
2 |
2 |
6 |
1,364 |
| Total Working Papers |
17 |
32 |
179 |
26,013 |
136 |
292 |
1,207 |
103,872 |
| Journal Article |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| A World Unprepared: Missing Skills for Development |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| A quantitative look at the economic impact of the European Union’s educational goals |
0 |
0 |
1 |
4 |
0 |
3 |
6 |
25 |
| Academic mobility in U.S. public schools: Evidence from nearly 3 million students |
0 |
0 |
1 |
1 |
0 |
1 |
11 |
13 |
| Addressing cross-national generalizability in educational impact evaluation |
0 |
1 |
1 |
3 |
0 |
1 |
4 |
18 |
| Aggregation and the Estimated Effects of School Resources |
0 |
0 |
1 |
191 |
1 |
1 |
5 |
674 |
| Alternative Assessments of the Performance of Schools: Measurement of State Variations in Achievement |
0 |
0 |
0 |
22 |
0 |
2 |
2 |
116 |
| Alternative Models of Earnings Determination and Labor Market Structures |
0 |
0 |
0 |
8 |
0 |
0 |
0 |
32 |
| Alternative school policies and the benefits of general cognitive skills |
0 |
0 |
2 |
77 |
0 |
0 |
4 |
342 |
| An Explicit Model of Intra-Metropolitan Mobility |
0 |
0 |
0 |
5 |
0 |
0 |
0 |
40 |
| Background material and data on progranis within the jurisdiction of the committee on ways and means, 1989 Edition. Committee on Ways and Means, U.S. House of Representatives. Washington, DC: US. Government Printing Office, March 15, 1989, 1,318 pp, Price: $31.00 |
0 |
0 |
0 |
0 |
2 |
2 |
2 |
26 |
| Black-White Achievement Differences and Governmental Interventions |
0 |
0 |
0 |
80 |
0 |
0 |
0 |
355 |
| Borrowing Constraints, College Aid, and Intergenerational Mobility |
0 |
0 |
0 |
42 |
1 |
1 |
4 |
249 |
| Causes and Consequences of Grade Repetition: Evidence from Brazil |
0 |
0 |
0 |
15 |
0 |
1 |
6 |
718 |
| Charter school quality and parental decision making with school choice |
0 |
0 |
0 |
194 |
1 |
1 |
3 |
702 |
| Choice, charters, and public school competition |
0 |
0 |
0 |
50 |
0 |
0 |
0 |
206 |
| Choice, charters, and public-school competition |
0 |
0 |
0 |
53 |
0 |
0 |
0 |
186 |
| Commercial Land Use Regulation and Local Government Finance |
0 |
0 |
1 |
45 |
1 |
1 |
2 |
341 |
| Conceptual and Empirical Issues in the Estimation of Educational Production Functions |
1 |
1 |
9 |
81 |
3 |
4 |
22 |
293 |
| Conclusions and controversies about the effectiveness of school resources |
0 |
0 |
4 |
218 |
0 |
3 |
12 |
689 |
| Contexts of Convenience: Generalizing from Published Evaluations of School Finance Policies |
0 |
0 |
2 |
2 |
0 |
1 |
4 |
4 |
| Coping with change: International differences in the returns to skills |
0 |
0 |
2 |
43 |
2 |
2 |
7 |
171 |
| Corrigendum to "Disruption versus Tiebout improvement: The costs and benefits of switching schools" [Journal of Public Economics Volume 88 (2004), pages 1721-1746] |
0 |
0 |
0 |
24 |
0 |
0 |
1 |
93 |
| Corrigendum to “Teachers, Schools, and Academic Achievement” |
0 |
0 |
0 |
36 |
1 |
1 |
1 |
106 |
| Das Pro und Contra der dualen Berufsausbildung über den Erwerbslebenszyklus in einer sich wandelnden Welt |
0 |
0 |
0 |
26 |
0 |
0 |
5 |
162 |
| Das zentrale Entwicklungsziel sollten Grundkompetenzen für alle Kinder sein |
0 |
0 |
1 |
4 |
0 |
0 |
1 |
67 |
| Defining Productivity in Education: Issues and Illustrations |
1 |
1 |
4 |
21 |
2 |
4 |
11 |
98 |
| Der Einfluss von Geduld und Risikobereitschaft auf internationale Unterschiede in schulischen Leistungen |
0 |
0 |
0 |
4 |
1 |
1 |
1 |
25 |
| Disruption versus Tiebout improvement: the costs and benefits of switching schools |
0 |
1 |
3 |
87 |
2 |
3 |
9 |
415 |
| Do Students Care about School Quality? Determinants of Dropout Behavior in Developing Countries |
0 |
0 |
0 |
172 |
1 |
1 |
3 |
703 |
| Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation |
1 |
3 |
11 |
285 |
5 |
16 |
48 |
1,318 |
| Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries |
0 |
0 |
0 |
606 |
1 |
7 |
34 |
2,095 |
| Does Pollution Increase School Absences? |
0 |
0 |
0 |
107 |
0 |
0 |
13 |
498 |
| Does peer ability affect student achievement? |
0 |
0 |
4 |
573 |
2 |
9 |
32 |
2,773 |
| Does school accountability lead to improved student performance? |
0 |
0 |
6 |
71 |
3 |
4 |
35 |
431 |
| Does school autonomy make sense everywhere? Panel estimates from PISA |
0 |
0 |
7 |
99 |
0 |
3 |
25 |
480 |
| Dual Education: Europe’s Secret Recipe? |
0 |
0 |
0 |
5 |
0 |
0 |
0 |
13 |
| Dynamic effects of teacher turnover on the quality of instruction |
0 |
1 |
4 |
28 |
0 |
2 |
11 |
168 |
| Economic Gains from Educational Reform by US States |
0 |
0 |
1 |
16 |
1 |
1 |
2 |
71 |
| Economic growth in developing countries: The role of human capital |
1 |
1 |
15 |
393 |
5 |
12 |
83 |
2,057 |
| Education policy research--An industry perspective |
0 |
0 |
0 |
22 |
0 |
0 |
0 |
60 |
| Education, Occupation, and Earnings: Achievement in the Early Career by William H. Sewell; Robert M. Hauser |
0 |
0 |
2 |
14 |
0 |
0 |
4 |
52 |
| Efficiency and equity in schools around the world |
0 |
0 |
0 |
292 |
0 |
0 |
20 |
1,083 |
| Employer Learning and the Dynamics of Returns to Universities: Evidence from Chinese Elite Education during University Expansion |
0 |
0 |
0 |
0 |
0 |
1 |
2 |
2 |
| Expenditures, Efficiency, and Equity in Education: The Federal Government's Role |
0 |
0 |
0 |
195 |
0 |
0 |
0 |
739 |
| Extern vergleichende Prüfungen verbessern die Schülerleistungen |
0 |
0 |
0 |
2 |
0 |
0 |
1 |
18 |
| For long-term economic development, only skills matter |
0 |
0 |
0 |
24 |
0 |
0 |
1 |
82 |
| Formula budgeting: The economics and analytics of fiscal policy under rules |
0 |
0 |
0 |
10 |
0 |
0 |
0 |
81 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle |
3 |
5 |
11 |
153 |
9 |
18 |
50 |
658 |
| Generalizations about Using Value-Added Measures of Teacher Quality |
1 |
1 |
2 |
137 |
2 |
2 |
11 |
462 |
| Getting Down to Facts: School Finance and Governance in California |
0 |
0 |
0 |
10 |
0 |
1 |
3 |
52 |
| Global universal basic skills: Current deficits and implications for world development |
1 |
4 |
22 |
25 |
3 |
13 |
57 |
69 |
| Globale Bildungsdefizite: Wie fehlende Grundkompetenzen Entwicklungschancen hemmen |
0 |
0 |
0 |
1 |
0 |
1 |
2 |
3 |
| Harming the best: How schools affect the black-white achievement gap |
0 |
0 |
1 |
44 |
0 |
0 |
4 |
256 |
| Health and schooling: Evidence and policy implications for developing countries |
0 |
0 |
0 |
99 |
1 |
3 |
4 |
275 |
| How much do educational outcomes matter in OECD countries? |
0 |
0 |
1 |
4 |
0 |
0 |
7 |
458 |
| Improving educational outcomes while controlling costs |
0 |
0 |
0 |
47 |
2 |
2 |
2 |
132 |
| Improving educational quality: how best to evaluate our schools |
0 |
0 |
0 |
228 |
0 |
1 |
3 |
748 |
| Incentives for Efficiency and Equity in the School System |
0 |
0 |
1 |
49 |
0 |
0 |
2 |
169 |
| Incidence and Outcomes of School Finance Litigation: 1968–2021 |
0 |
0 |
2 |
3 |
1 |
1 |
6 |
7 |
| Inferring Program Effects for Special Populations: Does Special Education Raise Achievement for Students with Disabilities? |
0 |
1 |
3 |
165 |
1 |
2 |
9 |
821 |
| Interpreting Recent Research on Schooling in Developing Countries |
0 |
0 |
0 |
4 |
0 |
2 |
10 |
1,194 |
| Introduction to the JHR's Special Issue on Designing Incentives to Promote Human Capital |
0 |
0 |
0 |
30 |
1 |
2 |
2 |
98 |
| Keeping college affordable: Government and educational opportunity: By Michael S. McPherson and Morton O. Schapiro. Washington, DC: The Brookings Institution, 1991 |
0 |
0 |
1 |
58 |
0 |
0 |
1 |
241 |
| Knowledge Capital and Aggregate Income Differences: Development Accounting for US States |
0 |
0 |
0 |
33 |
1 |
1 |
3 |
132 |
| Land-use Controls, Fiscal Zoning, and the Local Provision of Education |
0 |
0 |
0 |
16 |
0 |
0 |
1 |
50 |
| Life-Cycle Earning Capacity and the OJT Investment Model |
0 |
0 |
0 |
45 |
0 |
1 |
2 |
278 |
| Long-run Trends in the U.S. SES-Achievement Gap |
0 |
0 |
5 |
8 |
0 |
0 |
10 |
17 |
| Making schools work: Improving performance and controlling costs, by Eric A. Hanushek. Washington, DC: The Brookings Institution, 1994, 195 pp., $34.95 cloth, $14.95 paper |
0 |
0 |
0 |
22 |
0 |
0 |
0 |
76 |
| Measuring Investment in Education |
0 |
1 |
1 |
603 |
0 |
2 |
7 |
1,832 |
| New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement |
1 |
1 |
4 |
141 |
2 |
5 |
21 |
810 |
| Non-labor-supply responses to the income maintenance experiments |
0 |
0 |
0 |
14 |
0 |
0 |
3 |
168 |
| Opportunities, race, and urban location: the influence of John Kain |
0 |
0 |
0 |
49 |
1 |
1 |
6 |
371 |
| Overview of the symposium on performance pay for teachers |
0 |
0 |
0 |
55 |
0 |
0 |
0 |
159 |
| Panel Discussion |
0 |
0 |
0 |
6 |
0 |
1 |
1 |
52 |
| Patience and the North-South Divide in Student Achievement in Italy and the United States |
0 |
0 |
7 |
7 |
0 |
1 |
23 |
23 |
| Patience, Risk-Taking, and Human Capital Investment Across Countries |
0 |
0 |
6 |
12 |
0 |
1 |
17 |
32 |
| Performance Information and Personnel Decisions in the Public Sector: The Case of School Principals |
1 |
1 |
6 |
6 |
2 |
3 |
10 |
11 |
| Private Schools and Residential Choices: Accessibility, Mobility, and Welfare |
0 |
0 |
0 |
25 |
0 |
0 |
2 |
158 |
| Quality-Consistent Estimates of International Schooling and Skill Gradients |
1 |
1 |
2 |
74 |
1 |
2 |
5 |
246 |
| Recent developments in the economics of education: Edited by and. England, Brookfield, VT: Edward Elgar, 1994. pp. v + 653. Price: U.S. $187.95 (cloth) |
0 |
0 |
0 |
36 |
0 |
0 |
0 |
145 |
| Redistribution through education and other transfer mechanisms |
0 |
0 |
0 |
76 |
0 |
0 |
6 |
425 |
| Regional Differences in the Structure of Earnings |
0 |
0 |
0 |
28 |
0 |
0 |
1 |
102 |
| Rejoinder |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
17 |
| Returns to skills around the world: Evidence from PIAAC |
3 |
8 |
31 |
573 |
8 |
30 |
141 |
1,841 |
| Review: Social Science Research and Policy |
0 |
1 |
1 |
12 |
0 |
1 |
1 |
83 |
| Sample selectivity and the validity of international student achievement tests in economic research |
0 |
0 |
0 |
55 |
0 |
1 |
3 |
245 |
| School accountability and student performance |
0 |
0 |
0 |
66 |
1 |
1 |
1 |
187 |
| School policy: implications of recent research for human capital investments in South Asia and other developing countries |
0 |
0 |
1 |
27 |
0 |
0 |
3 |
87 |
| Schooling, Labor-Force Quality, and the Growth of Nations |
2 |
2 |
3 |
922 |
4 |
6 |
18 |
2,796 |
| Schooling, Labor-force Quality, and the Growth of Nations |
0 |
0 |
0 |
43 |
3 |
4 |
21 |
232 |
| Schooling, educational achievement, and the Latin American growth puzzle |
1 |
1 |
5 |
122 |
3 |
6 |
22 |
557 |
| Schools and Location: Tiebout, Alonso, and Governmental Finance Policy |
1 |
1 |
1 |
5 |
1 |
1 |
1 |
41 |
| Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro Data |
0 |
1 |
13 |
445 |
1 |
2 |
24 |
1,771 |
| Teachers, Schools, and Academic Achievement |
2 |
3 |
13 |
1,113 |
6 |
10 |
60 |
5,029 |
| Testing |
0 |
0 |
2 |
2 |
0 |
1 |
19 |
19 |
| Testing, Accountability, and the American Economy |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
9 |
| The Confusing World of Educational Accountability |
0 |
0 |
0 |
5 |
0 |
0 |
1 |
17 |
| The Distribution of Teacher Quality and Implications for Policy |
0 |
0 |
1 |
53 |
0 |
2 |
27 |
249 |
| The Dynamics of Postwar Industrial Location |
0 |
0 |
0 |
22 |
0 |
0 |
1 |
84 |
| The Economics of School Quality |
1 |
1 |
2 |
139 |
1 |
1 |
5 |
371 |
| The Economics of School Quality |
0 |
2 |
2 |
4 |
0 |
3 |
5 |
11 |
| The Economics of Schooling: Production and Efficiency in Public Schools |
0 |
0 |
7 |
5,391 |
1 |
8 |
36 |
20,239 |
| The Effect of School Accountability Systems on the Level and Distribution of Student Achievement |
0 |
0 |
2 |
56 |
0 |
1 |
3 |
224 |
| The Evolution of Charter School Quality |
0 |
0 |
1 |
3 |
0 |
0 |
5 |
27 |
| The Failure of Input-Based Schooling Policies |
0 |
0 |
0 |
274 |
4 |
13 |
32 |
1,184 |
| The Quality and Distribution of Teachers under the No Child Left Behind Act |
0 |
0 |
1 |
49 |
0 |
0 |
1 |
297 |
| The Role of Cognitive Skills in Economic Development |
2 |
4 |
10 |
226 |
6 |
14 |
58 |
1,665 |
| The Role of Education Quality in Economic Growth (Part II) |
0 |
0 |
0 |
29 |
0 |
0 |
5 |
112 |
| The Trade-Off between Child Quantity and Quality |
1 |
1 |
6 |
925 |
2 |
4 |
24 |
3,430 |
| The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
3 |
25 |
1 |
2 |
16 |
130 |
| The complementarity of Tiebout and Alonso |
0 |
0 |
0 |
28 |
0 |
0 |
1 |
119 |
| The continuing hope: A rejoinder |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
19 |
| The dynamics of the housing market: A stock adjustment model of housing consumption |
0 |
0 |
1 |
174 |
0 |
0 |
3 |
450 |
| The economic value of higher teacher quality |
0 |
0 |
4 |
200 |
4 |
6 |
43 |
927 |
| The economic value of improving local schools |
0 |
0 |
0 |
47 |
0 |
0 |
2 |
140 |
| The effects of education quality on income growth and mortality decline |
0 |
0 |
2 |
146 |
1 |
1 |
11 |
684 |
| The policy research markets |
0 |
0 |
0 |
3 |
0 |
0 |
0 |
22 |
| The role of education quality in economic growth (Part I) |
0 |
0 |
0 |
57 |
0 |
0 |
9 |
176 |
| The toughest battleground: schools |
0 |
0 |
0 |
23 |
0 |
0 |
1 |
163 |
| Throwing money at schools |
0 |
0 |
0 |
35 |
0 |
0 |
2 |
118 |
| Time in Education: Introduction |
0 |
0 |
0 |
1 |
0 |
1 |
1 |
12 |
| Understanding the Twentieth-Century Growth in U.S. School Spending |
0 |
0 |
1 |
31 |
5 |
6 |
10 |
132 |
| United States lessons about school accountability |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
12 |
| Walter Y. Oi: Reflections on his career and his legacy |
0 |
0 |
0 |
36 |
0 |
0 |
1 |
185 |
| What Is the Price Elasticity of Housing Demand? |
0 |
0 |
5 |
1,219 |
0 |
2 |
14 |
3,876 |
| What if there are no ‘best practices’? |
0 |
0 |
2 |
40 |
1 |
1 |
10 |
287 |
| What money can't buy: Family income and children's life chances |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
139 |
| Who chooses to teach (and why)? |
0 |
0 |
2 |
271 |
0 |
1 |
6 |
596 |
| Why Public Schools Lose Teachers |
1 |
1 |
3 |
74 |
1 |
3 |
17 |
452 |
| Why Standard Measures of Human Capital are Misleading |
0 |
0 |
2 |
25 |
0 |
2 |
9 |
112 |
| Why the federal government should be involved in school accountability |
0 |
0 |
0 |
5 |
0 |
0 |
0 |
38 |
| Will more higher education improve economic growth? |
0 |
2 |
2 |
46 |
1 |
4 |
12 |
166 |
| Total Journal Articles |
26 |
52 |
286 |
19,613 |
117 |
293 |
1,418 |
79,399 |
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