| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Ability-grouping and Academic Inequality: Evidence From Rule-based Student Assignments |
0 |
0 |
0 |
45 |
2 |
3 |
10 |
168 |
| Can Higher-Achieving Peers Explain the Benefits to Attending Selective Schools?: Evidence from Trinidad and Tobago |
0 |
0 |
0 |
45 |
1 |
1 |
3 |
135 |
| Can Online Off-The-Shelf Lessons Improve Student Outcomes? Evidence from A Field Experiment |
0 |
0 |
2 |
66 |
4 |
6 |
17 |
90 |
| Cost Should Be No Barrier: An Evaluation of the First Year of Harvard's Financial Aid Initiative |
0 |
0 |
1 |
112 |
2 |
5 |
14 |
410 |
| Do College-Prep Programs Improve Long-Term Outcomes? |
0 |
0 |
0 |
39 |
0 |
0 |
2 |
76 |
| Do Parents Know Best?: The Short and Long-Run Effects of Attending The Schools that Parents Prefer |
3 |
6 |
10 |
20 |
5 |
12 |
21 |
55 |
| Do School Spending Cuts Matter? Evidence from The Great Recession |
3 |
8 |
25 |
63 |
7 |
21 |
63 |
118 |
| Do Social Connections Reduce Moral Hazard? Evidence from the New York City Taxi Industry |
0 |
0 |
0 |
20 |
1 |
1 |
7 |
119 |
| Does School Spending Matter? The New Literature on an Old Question |
3 |
10 |
56 |
80 |
12 |
23 |
100 |
139 |
| Match Quality, Worker Productivity, and Worker Mobility: Direct Evidence From Teachers |
0 |
0 |
0 |
23 |
0 |
3 |
6 |
155 |
| Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina |
0 |
2 |
4 |
113 |
2 |
9 |
58 |
259 |
| One for the Road: Public Transportation, Alcohol Consumption, and Intoxicated Driving |
0 |
0 |
1 |
18 |
2 |
3 |
17 |
139 |
| Reducing Inequality Through Dynamic Complementarity: Evidence from Head Start and Public School Spending |
0 |
0 |
1 |
49 |
2 |
4 |
25 |
67 |
| Reducing Moral Hazard in Employment Relationships: Experimental Evidence on Managerial Control and Performance Pay |
0 |
0 |
1 |
49 |
1 |
4 |
14 |
81 |
| School Competition and Teacher Labor Markets: Evidence from Charter School Entry in North Carolina |
0 |
0 |
0 |
33 |
1 |
2 |
6 |
92 |
| School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment |
0 |
1 |
5 |
5 |
2 |
6 |
12 |
12 |
| Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago |
0 |
0 |
0 |
39 |
1 |
1 |
11 |
982 |
| Teacher Quality at the High-School Level: The Importance of Accounting for Tracks |
0 |
0 |
0 |
69 |
1 |
2 |
3 |
441 |
| Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers |
0 |
0 |
3 |
122 |
2 |
2 |
24 |
692 |
| The Effect of School Finance Reforms on the Distribution of Spending, Academic Achievement, and Adult Outcomes |
0 |
1 |
7 |
39 |
4 |
6 |
33 |
127 |
| The Effect of Single-Sex Education on Test Scores, School Completion, Arrests, and Teen Motherhood: Evidence from School Transitions |
1 |
2 |
13 |
84 |
2 |
6 |
37 |
89 |
| The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms |
0 |
2 |
13 |
142 |
3 |
11 |
63 |
448 |
| The Effects of an Incentive-Based High-School Intervention on College Outcomes |
0 |
0 |
0 |
46 |
0 |
3 |
11 |
189 |
| The Short and Long-Run Effects of Attending The Schools that Parents Prefer |
0 |
1 |
5 |
25 |
1 |
2 |
14 |
29 |
| What Do Test Scores Miss? The Importance of Teacher Effects on Non-Test Score Outcomes |
0 |
0 |
9 |
98 |
0 |
5 |
35 |
105 |
| What is a Good School, and Can Parents Tell? Evidence on the Multidimensionality of School Output |
0 |
0 |
3 |
26 |
2 |
6 |
23 |
35 |
| What is a Good School, and Can Parents Tell? Evidence on the Multidimensionality of School Output |
1 |
3 |
6 |
34 |
2 |
4 |
14 |
36 |
| Total Working Papers |
11 |
36 |
165 |
1,504 |
62 |
151 |
643 |
5,288 |
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