| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| "When Anything Can Happen”: Anticipated Adversity and Postsecondary Decision-Making |
0 |
0 |
0 |
3 |
1 |
1 |
1 |
24 |
| Entertaining Malthus: Bread, Circuses and Economic Growth |
0 |
0 |
0 |
94 |
1 |
6 |
7 |
114 |
| Entertaining Malthus: Bread, Circuses and Economic Growth |
0 |
0 |
0 |
116 |
0 |
2 |
7 |
217 |
| Genes, Education, and Labor Market Outcomes: Evidence from the Health and Retirement Study |
0 |
0 |
0 |
41 |
1 |
2 |
3 |
80 |
| Genes, Education, and Labor Market Outcomes: Evidence from the Health and Retirement Study |
0 |
0 |
0 |
78 |
1 |
2 |
7 |
51 |
| Genes, Education, and Labor Market Outcomes: Evidence from the Health and Retirement Study |
0 |
0 |
0 |
25 |
3 |
7 |
11 |
67 |
| Genes, Education, and Labor Market Outcomes: Evidence from the Health and Retirement Study |
0 |
0 |
0 |
75 |
2 |
8 |
8 |
44 |
| Genetic Ability, Wealth, and Financial Decision-Making |
0 |
0 |
0 |
81 |
7 |
12 |
16 |
119 |
| Genetic Endowments and Wealth Inequality |
0 |
0 |
0 |
18 |
1 |
2 |
3 |
112 |
| Genetic Endowments and Wealth Inequality |
0 |
0 |
0 |
25 |
3 |
6 |
9 |
109 |
| Genetic Endowments, Income Dynamics, and Wealth Accumulation Over the Lifecycle |
0 |
0 |
0 |
11 |
1 |
1 |
6 |
37 |
| Genetic Risk for Alzheimer’s Disease and Related Dementias: Cognition, Economic Behavior, and Actionable Information |
0 |
0 |
2 |
22 |
6 |
7 |
24 |
53 |
| Health, Human Capital and Domestic Violence |
0 |
0 |
0 |
48 |
2 |
3 |
5 |
48 |
| Health, Human Capital and Domestic Violence |
0 |
0 |
0 |
69 |
1 |
3 |
6 |
92 |
| Innovation and Diffusion of Medical Treatment |
0 |
0 |
0 |
58 |
2 |
2 |
3 |
69 |
| Medical Innovation and Health Disparities |
0 |
0 |
0 |
18 |
1 |
2 |
3 |
8 |
| Medical Innovation and Health Disparities |
0 |
0 |
0 |
8 |
3 |
6 |
6 |
24 |
| Mental Health, Human Capital and Labor Market Outcomes |
0 |
0 |
0 |
44 |
0 |
1 |
7 |
98 |
| Mental Health, Human Capital and Labor Market Outcomes |
0 |
0 |
1 |
55 |
6 |
8 |
15 |
175 |
| Modeling Behavior during a Pandemic: Using HIV as an Historical Analogy |
0 |
0 |
1 |
5 |
2 |
4 |
5 |
25 |
| Modeling to Inform Economy-Wide Pandemic Policy: Bringing Epidemiologists and Economists Together |
0 |
0 |
0 |
10 |
2 |
3 |
5 |
22 |
| Modeling to Inform Economy-Wide Pandemic Policy: Bringing Epidemiologists and Economists Together |
0 |
0 |
0 |
8 |
6 |
9 |
11 |
23 |
| Modeling to Inform Economy-Wide Pandemic Policy: Bringing Epidemiologists and Economists Together |
0 |
0 |
0 |
32 |
1 |
3 |
5 |
64 |
| Modeling to Inform Economy-Wide Pandemic Policy: Bringing Epidemiologists and Economists Together |
0 |
0 |
0 |
25 |
0 |
2 |
4 |
23 |
| Positively Aware? Conflicting Expert Reviews and Demand for Medical Treatment |
0 |
0 |
0 |
31 |
1 |
1 |
3 |
29 |
| Positively Aware? Conflicting Expert Reviews and Demand for Medical Treatment |
0 |
0 |
0 |
6 |
0 |
0 |
0 |
47 |
| Rational Self-Medication |
0 |
0 |
0 |
27 |
2 |
6 |
7 |
86 |
| Six-Country Survey on COVID-19 |
0 |
0 |
0 |
54 |
3 |
5 |
5 |
121 |
| Socio-Demographic Factors Associated with Self-Protecting Behavior during the COVID-19 Pandemic |
0 |
0 |
0 |
23 |
3 |
4 |
4 |
126 |
| Socio-Demographic Factors Associated with Self-Protecting Behavior during the Covid-19 Pandemic |
0 |
0 |
0 |
19 |
1 |
2 |
4 |
338 |
| Spillover Effects at School: How Black Teachers affect their White Peers’ Racial Competency |
0 |
0 |
0 |
6 |
1 |
2 |
6 |
22 |
| Spillover Effects of Black Teachers on White Teachers' Racial Competency: Mixed Methods Evidence from North Carolina |
0 |
0 |
0 |
1 |
0 |
1 |
3 |
29 |
| Teacher Expectations Matter |
0 |
0 |
2 |
26 |
2 |
5 |
11 |
114 |
| Teacher Expectations Matter |
0 |
1 |
1 |
50 |
0 |
2 |
4 |
92 |
| The Economic Value of Breaking Bad: Misbehavior, Schooling and the Labor Market |
0 |
0 |
0 |
2 |
3 |
6 |
10 |
23 |
| The Economic Value of Breaking Bad: Misbehavior, Schooling and the Labor Market |
0 |
0 |
1 |
19 |
4 |
7 |
9 |
88 |
| The Economic Value of Breaking Bad: Misbehavior, Schooling and the Labor Market |
0 |
0 |
0 |
35 |
0 |
4 |
4 |
51 |
| The Economic Value of Breaking Bad: Misbehavior, Schooling and the Labor Market |
0 |
0 |
0 |
4 |
1 |
3 |
10 |
32 |
| The Long-Run Impacts of Same-Race Teachers |
0 |
0 |
0 |
127 |
1 |
13 |
29 |
486 |
| The Long-Run Impacts of Same-Race Teachers |
0 |
0 |
2 |
146 |
3 |
8 |
18 |
694 |
| The Right Stuff? Personality and Entrepreneurship |
0 |
0 |
0 |
49 |
1 |
5 |
5 |
60 |
| Unequal Consequences of COVID-19 across Age and Income: Representative Evidence from Six Countries |
0 |
0 |
0 |
34 |
0 |
0 |
2 |
116 |
| Unequal Consequences of Covid 19 across Age and Income: Representative Evidence from Six Countries |
0 |
0 |
1 |
14 |
1 |
1 |
2 |
68 |
| Unequal Consequences of Covid 19 across Age and Income: Representative Evidence from Six Countries |
0 |
0 |
0 |
6 |
3 |
3 |
3 |
51 |
| What Good Are Treatment Effects without Treatment? Mental Health and the Reluctance to Use Talk Therapy |
0 |
0 |
1 |
35 |
14 |
17 |
26 |
141 |
| Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations |
0 |
0 |
1 |
67 |
3 |
5 |
9 |
149 |
| Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations |
0 |
1 |
3 |
86 |
2 |
7 |
15 |
241 |
| Who Protests, What Do They Protest, and Why? |
0 |
1 |
1 |
16 |
9 |
12 |
14 |
77 |
| Who Protests, What Do They Protest, and Why? |
0 |
0 |
0 |
28 |
2 |
2 |
3 |
18 |
| Total Working Papers |
0 |
3 |
17 |
1,880 |
113 |
223 |
383 |
4,997 |
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