| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Accountability and Flexibility in Public Schools: Evidence from Boston's Charters and Pilots |
0 |
0 |
2 |
81 |
0 |
1 |
15 |
373 |
| Breaking Ties: Regression Discontinuity Design Meets Market Design |
0 |
0 |
5 |
16 |
1 |
3 |
12 |
27 |
| Breaking Ties: Regression Discontinuity Design Meets Market Design |
0 |
0 |
3 |
11 |
0 |
1 |
10 |
29 |
| Breaking Ties: Regression Discontinuity Design Meets Market Design |
0 |
0 |
0 |
26 |
1 |
1 |
5 |
45 |
| Changing the Boston School Choice Mechanism |
0 |
0 |
2 |
49 |
1 |
2 |
13 |
303 |
| Changing the Boston School Choice Mechanism |
1 |
1 |
11 |
156 |
8 |
15 |
95 |
951 |
| Changing the Boston School Choice Mechanism |
0 |
0 |
1 |
123 |
1 |
1 |
7 |
561 |
| Charters Without Lotteries: Testing Takeovers in New Orleans and Boston |
0 |
0 |
0 |
29 |
1 |
2 |
5 |
111 |
| Charters Without Lotteries: Testing Takeovers in New Orleans and Boston |
0 |
0 |
0 |
28 |
0 |
1 |
4 |
116 |
| Choice and Consequence: Assessing Mismatch at Chicago Exam Schools |
0 |
1 |
8 |
24 |
2 |
3 |
27 |
94 |
| Conflicts of Interest and the Realtor Commission Puzzle |
0 |
0 |
0 |
26 |
0 |
0 |
2 |
83 |
| Deduction Dilemmas: The Taiwan Assignment Mechanism |
0 |
0 |
2 |
15 |
0 |
0 |
7 |
38 |
| Demand Modeling, Forecasting, and Counterfactuals, Part I |
0 |
0 |
0 |
36 |
1 |
2 |
33 |
124 |
| Do Black and Indigenous Communities Receive their Fair Share of Vaccines Under the 2018 CDC Guidelines? |
0 |
0 |
2 |
3 |
0 |
0 |
10 |
26 |
| Do Parents Value School Effectiveness? |
0 |
0 |
0 |
33 |
1 |
4 |
11 |
130 |
| Explaining Charter School Effectiveness |
0 |
0 |
4 |
106 |
0 |
1 |
11 |
276 |
| Explaining Charter School Effectiveness |
0 |
0 |
0 |
143 |
1 |
3 |
12 |
459 |
| Explicit vs. Statistical Preferential Treatment in Affirmative Action: Theory and Evidence from Chicago's Exam Schools |
0 |
0 |
1 |
45 |
1 |
1 |
2 |
60 |
| Explicit vs. Statistical Preferential Treatment in Affirmative Action: Theory and Evidence from Chicago’s Exam Schools |
0 |
1 |
5 |
60 |
1 |
4 |
23 |
217 |
| Fair Allocation of Vaccines, Ventilators and Antiviral Treatments: Leaving No Ethical Value Behind in Health Care Rationing |
0 |
0 |
15 |
94 |
1 |
7 |
72 |
283 |
| Forced Sales and House Prices |
0 |
0 |
1 |
40 |
3 |
6 |
37 |
249 |
| Forced Sales and House Prices |
0 |
0 |
0 |
179 |
2 |
10 |
31 |
683 |
| Free to Choose: Can School Choice Reduce Student Achievement? |
0 |
0 |
2 |
59 |
0 |
0 |
7 |
111 |
| Gentrification and the Amenity Value of Crime Reductions: Evidence from Rent Deregulation |
1 |
1 |
7 |
40 |
1 |
1 |
31 |
119 |
| Group Versus Individual Decision-Making: Is there a shift? |
0 |
1 |
8 |
391 |
1 |
7 |
62 |
2,059 |
| Housing Market Spillovers: Evidence from the End of Rent Control in Cambridge Massachusetts |
0 |
0 |
0 |
40 |
0 |
0 |
6 |
274 |
| How Individual Preferences Get Aggregated in Groups - an Experimental Study |
0 |
0 |
0 |
11 |
0 |
0 |
0 |
95 |
| How Individual Preferences are Aggregated in Groups: An Experimental Study |
0 |
1 |
2 |
75 |
0 |
1 |
6 |
129 |
| How Well Do Structural Demand Models Work? Counterfactual Predictions in School Choice |
0 |
0 |
1 |
27 |
0 |
0 |
4 |
47 |
| How individual preferences get aggregated in groups - An experimental study |
0 |
1 |
2 |
70 |
0 |
1 |
5 |
146 |
| Immigration Lottery Design: Engineered and Coincidental Consequences of H-1B Reforms |
0 |
0 |
1 |
11 |
0 |
1 |
5 |
43 |
| Immigration Lottery Design: Engineered and Coincidental Consequences of H-1B Reforms |
0 |
0 |
0 |
35 |
0 |
1 |
8 |
41 |
| Impact Evaluation in Matching Markets with General Tie-Breaking |
0 |
0 |
1 |
38 |
0 |
0 |
7 |
52 |
| Leaving No Ethical Value Behind: Triage Protocol Design for Pandemic Rationing |
0 |
0 |
3 |
51 |
1 |
3 |
25 |
204 |
| Leaving No Ethical Value Behind: Triage Protocol Design for Pandemic Rationing |
0 |
0 |
6 |
36 |
0 |
1 |
24 |
125 |
| Leveraging Lotteries for School Value-Added: Testing and Estimation |
0 |
0 |
1 |
43 |
3 |
3 |
9 |
132 |
| Lotteries in Student Assignment: An Equivalence Result |
0 |
0 |
0 |
20 |
1 |
2 |
4 |
84 |
| Matching with Couples: Stability and Incentives in Large Markets |
0 |
0 |
1 |
41 |
0 |
0 |
5 |
120 |
| Matching with Couples: Stability and Incentives in Large Markets |
0 |
0 |
0 |
59 |
1 |
1 |
2 |
203 |
| Mechanism Design meets Priority Design: Redesigning the US Army's Branching Process |
0 |
0 |
1 |
1 |
0 |
0 |
4 |
10 |
| Mechanism Design meets Priority Design: Redesigning the US Army's Branching Process |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
4 |
| Mechanism Design meets Priority Design: Redesigning the US Army’s Branching Process Through Market Design |
0 |
0 |
5 |
8 |
0 |
2 |
19 |
25 |
| Minimizing Justified Envy in School Choice: The Design of New Orleans' OneApp |
0 |
0 |
1 |
36 |
1 |
1 |
10 |
121 |
| Paying It Backward and Forward: Expanding Access to Convalescent Plasma Therapy Through Market Design |
0 |
0 |
0 |
4 |
0 |
0 |
10 |
45 |
| Paying It Backward and Forward: Expanding Access to Convalescent Plasma Therapy Through Market Design |
0 |
1 |
2 |
15 |
1 |
2 |
11 |
68 |
| Race and the Mismeasure of School Quality |
0 |
0 |
18 |
18 |
1 |
2 |
20 |
20 |
| Research Design Meets Market Design: Using Centralized Assignment for Impact Evaluation |
0 |
0 |
2 |
29 |
0 |
0 |
7 |
98 |
| Research Design Meets Market Design: Using Centralized Assignment for Impact Evaluation |
0 |
0 |
1 |
32 |
0 |
1 |
11 |
149 |
| Research Design Meets Market Design: Using Centralized Assignment for Impact Evaluation |
0 |
0 |
0 |
60 |
0 |
1 |
8 |
91 |
| Reserve System Design for Allocation of Scarce Medical Resources in a Pandemic: Some Perspectives from the Field |
0 |
0 |
0 |
0 |
0 |
2 |
6 |
6 |
| Reversing Reserves |
0 |
0 |
1 |
15 |
0 |
0 |
1 |
37 |
| Reversing Reserves |
0 |
0 |
0 |
4 |
1 |
2 |
2 |
26 |
| School Admissions Reform in Chicago and England: Comparing Mechanisms by Their Vulnerability to Manipulation |
0 |
1 |
2 |
40 |
0 |
2 |
7 |
175 |
| School Admissions Reform in Chicago and England: Comparing Mechanisms by their Vulnerability to Manipulation |
0 |
0 |
0 |
42 |
0 |
0 |
6 |
129 |
| Short Interest and Stock Returns |
0 |
0 |
1 |
246 |
0 |
0 |
3 |
961 |
| Simple and Credible Value-Added Estimation Using Centralized School Assignment |
0 |
0 |
4 |
7 |
0 |
0 |
8 |
10 |
| Simple and Credible Value-Added Estimation Using Centralized School Assignment |
0 |
1 |
3 |
15 |
0 |
2 |
23 |
43 |
| Small High Schools and Student Achievement: Lottery-Based Evidence from New York City |
0 |
0 |
1 |
42 |
0 |
1 |
18 |
180 |
| Speculative Attacks and Risk Management |
0 |
0 |
1 |
156 |
0 |
0 |
4 |
382 |
| Stand and Deliver: Effects of Boston's Charter High School on College Preparation, Entry, and Choice |
0 |
0 |
0 |
19 |
0 |
0 |
4 |
142 |
| Stand and Deliver: Effects of Boston's Charter High Schools on College Preparation, Entry, and Choice |
0 |
0 |
1 |
74 |
0 |
0 |
9 |
284 |
| Strategy-proofness versus Efficiency in Matching with Indifferences: Redesigning the New York City High School Match |
0 |
0 |
0 |
96 |
0 |
1 |
5 |
286 |
| Strategy-proofness vs. Efficiency in Matching with Indifferences: Redisigning the NYC High School Match |
0 |
0 |
0 |
49 |
0 |
0 |
1 |
117 |
| The Boston Public School Match |
0 |
1 |
2 |
42 |
1 |
3 |
9 |
157 |
| The Costs of Free Entry: An Empirical Study of Real Estate Agents in Greater Boston |
0 |
0 |
0 |
28 |
0 |
4 |
10 |
236 |
| The Demise of Walk Zones in Boston: Priorities vs. Precedence in School Choice |
0 |
0 |
0 |
81 |
0 |
0 |
2 |
222 |
| The Distributional Consequences of Public School Choice |
0 |
0 |
0 |
42 |
1 |
2 |
12 |
103 |
| The Distributional Consequences of Public School Choice |
0 |
0 |
0 |
27 |
0 |
0 |
1 |
55 |
| The Effects of Mandatory Transparency in Financial Market Design: Evidence from the Corporate Bond Market |
1 |
2 |
5 |
43 |
2 |
6 |
18 |
110 |
| The Efficiency of Race-Neutral Alternatives to Race-Based Affirmative Action: Evidence from Chicago's Exam Schools |
0 |
0 |
0 |
63 |
3 |
4 |
9 |
112 |
| The Elite Illusion: Achievement Effects at Boston and New York Exam Schools |
0 |
2 |
5 |
170 |
0 |
6 |
21 |
548 |
| The Elite Illusion: Achievement Effects at Boston and New York Exam Schools |
0 |
1 |
2 |
128 |
0 |
4 |
30 |
455 |
| The Long-Term Effects of Universal Preschool in Boston |
0 |
1 |
10 |
60 |
1 |
6 |
53 |
248 |
| The Market for Borrowing Corporate Bonds |
0 |
0 |
0 |
26 |
0 |
0 |
3 |
131 |
| The New York City High School Match |
0 |
0 |
2 |
34 |
0 |
0 |
2 |
157 |
| The Trade-off Between Prioritization and Vaccination Speed Depends on Mitigation Measures |
0 |
0 |
0 |
9 |
0 |
1 |
6 |
36 |
| The Welfare Effects of Coordinated Assignment: Evidence from the NYC HS Match |
0 |
0 |
0 |
42 |
1 |
3 |
8 |
128 |
| Unobserved punishment supports cooperation |
0 |
0 |
0 |
2 |
0 |
0 |
5 |
25 |
| Who Benefits from KIPP? |
0 |
0 |
3 |
157 |
0 |
1 |
13 |
645 |
| Who Benefits from KIPP? |
0 |
0 |
2 |
67 |
0 |
1 |
13 |
238 |
| Total Working Papers |
3 |
17 |
172 |
4,399 |
47 |
150 |
1,068 |
16,237 |
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