| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Admissions Bias: A New Approach to Validity Estimation in Selected Samples |
0 |
0 |
0 |
0 |
0 |
0 |
8 |
14 |
| Admissions Bias: A New Approach to Validity Estimation in Selected Samples |
0 |
0 |
0 |
4 |
0 |
0 |
4 |
32 |
| Affirmative Action in Law School Admissions: What Do Racial Preferences Do? |
0 |
0 |
0 |
50 |
0 |
3 |
12 |
298 |
| Affirmative Action in Law School Admissions: What Do Racial Preferences Do? |
0 |
0 |
0 |
0 |
0 |
1 |
7 |
41 |
| Affirmative Action in Law School Admissions:What Do Racial Preferences Do? |
0 |
0 |
0 |
0 |
0 |
4 |
19 |
24 |
| Are Mixed Neighborhoods Always Unstable? Two-Sided and One Sided Tipping |
0 |
0 |
0 |
26 |
1 |
1 |
5 |
152 |
| Are Mixed Neighborhoods Always Unstable? Two-Sided and One-Sided Tipping |
0 |
0 |
0 |
73 |
0 |
2 |
18 |
230 |
| Are Mixed Neighborhoods Always Unstable? Two-Sided and One-Sided Tipping |
0 |
0 |
0 |
1 |
0 |
0 |
6 |
17 |
| Broadening the Safety Net: The Impact of Increased CalFresh Access for University of California Students |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
1 |
| Can Nudges Increase Take-up of the EITC?: Evidence from Multiple Field Experiments |
0 |
1 |
1 |
26 |
0 |
1 |
11 |
69 |
| Can Nudges Increase Take-up of the EITC?: Evidence from Multiple Field Experiments |
0 |
0 |
0 |
17 |
0 |
0 |
12 |
35 |
| Constrained After College: Student Loans and Early Career Occupational Choices |
0 |
0 |
0 |
185 |
0 |
1 |
22 |
735 |
| Constrained After College: Student Loans and Early Career Occupational Choices |
0 |
0 |
0 |
8 |
0 |
0 |
20 |
91 |
| Constrained After College: Student Loans and Early Career Occupational Choices |
0 |
0 |
0 |
3 |
0 |
2 |
21 |
37 |
| Do Value-Added Models Add Value? Tracking, Fixed Effects, and Causal Inference |
0 |
0 |
0 |
11 |
1 |
2 |
14 |
41 |
| Does Competition Among Public Schools Benefit Students and Taxpayers? A Comment on Hoxby |
0 |
0 |
0 |
3 |
0 |
1 |
15 |
43 |
| Does Competition Among Public Schools Benefit Students and Taxpayers? A Comment on Hoxby (2000) |
0 |
0 |
0 |
196 |
0 |
2 |
14 |
693 |
| Does Money Still Matter? Attainment and Earnings Effects of Post-1990 School Finance Reforms |
0 |
0 |
0 |
17 |
0 |
0 |
20 |
87 |
| Evaluating Teacher Evaluation |
0 |
0 |
0 |
4 |
0 |
3 |
8 |
47 |
| Good Principals or Good Peers? Parental Valuation of School Characteristics, Tiebout Equilibrium, and the Effects of Inter-district Competition |
0 |
0 |
0 |
147 |
0 |
0 |
13 |
749 |
| Good Principals or Good Peers? Parental Valuation of School Characteristics, Tiebout Equilibrium, and the Incentive Effects of Competition among Jurisdictions |
0 |
0 |
0 |
2 |
0 |
0 |
21 |
82 |
| Good Principals or Good Peers? Parental Valuation of School Characteristics, Tiebout Equilibrium, and the Incentive Effects of Competition among Jurisdictions |
0 |
0 |
0 |
0 |
1 |
2 |
21 |
29 |
| Household Mobility and Mortgage Rate Lock |
0 |
0 |
0 |
4 |
0 |
2 |
10 |
18 |
| How Do Neighborhoods and Firms Affect Intergenerational Mobility? |
0 |
2 |
27 |
27 |
1 |
6 |
28 |
28 |
| Independent Contracting, Self-Employment, and Gig Work: Evidence from California Tax Data |
0 |
0 |
0 |
8 |
0 |
5 |
19 |
41 |
| Industry Wage Differentials: A Firm-Based Approach |
0 |
0 |
0 |
34 |
0 |
6 |
58 |
114 |
| Industry Wage Differentials: A Firm-Based Approach |
0 |
0 |
4 |
62 |
1 |
2 |
35 |
198 |
| Inequality of Educational Opportunity? Schools as Mediators of the Intergenerational Transmission of Income |
0 |
0 |
1 |
51 |
0 |
0 |
13 |
109 |
| Inequality of Educational Opportunity? Schools as Mediators of the Intergenerational Transmission of Income |
0 |
0 |
0 |
2 |
0 |
3 |
10 |
42 |
| Inequality of Educational Opportunity? Schools as Mediators of the Intergenerational Transmission of Income |
0 |
0 |
0 |
1 |
0 |
4 |
16 |
24 |
| Is the EITC Equivalent to an NIT? Conditional Cash Transfers and Tax Incidence |
0 |
0 |
0 |
49 |
1 |
4 |
19 |
261 |
| Is the EITC as Good as an NIT? Conditional Cash Transfers and Tax Incidence |
0 |
0 |
0 |
3 |
0 |
0 |
28 |
45 |
| Location, Location, Location |
1 |
1 |
3 |
468 |
1 |
3 |
34 |
1,297 |
| Location, Location, Location |
0 |
0 |
0 |
31 |
1 |
3 |
19 |
63 |
| Measuring the Impacts of Teachers: Comment |
0 |
1 |
1 |
5 |
0 |
2 |
10 |
26 |
| Measuring the Labor Market at the Onset of the COVID-19 Crisis |
0 |
0 |
0 |
11 |
0 |
2 |
18 |
50 |
| Measuring the labor market at the onset of the COVID-19 crisis |
0 |
0 |
0 |
11 |
0 |
0 |
10 |
36 |
| Measuring the labor market at the onset of the COVID-19 crisis |
0 |
0 |
0 |
23 |
0 |
1 |
19 |
132 |
| Mismatch in Law School |
0 |
0 |
0 |
15 |
0 |
4 |
14 |
139 |
| Mismatch in Law School |
0 |
0 |
0 |
92 |
0 |
0 |
21 |
325 |
| Mismatch in Law School |
0 |
0 |
0 |
0 |
2 |
3 |
10 |
32 |
| Permanent Income and the Black-White Test Score Gap |
0 |
0 |
0 |
20 |
0 |
1 |
15 |
130 |
| Permanent Income and the Black-White Test Score Gap |
0 |
0 |
0 |
0 |
0 |
1 |
19 |
29 |
| Permanent Income and the Black-White Test Score Gap |
0 |
0 |
0 |
3 |
0 |
0 |
14 |
63 |
| Race, Income and College in 25 Years: The Continuing Legacy of Segregation and Discrimination |
0 |
0 |
0 |
2 |
0 |
0 |
9 |
34 |
| Race, Income and College in 25 Years: The Continuing Legacy of Segregation and Discrimination |
0 |
0 |
0 |
94 |
0 |
0 |
11 |
410 |
| Race, Income, and College in 25 Years: Evaluating Justice O'Connor's Conjecture |
0 |
0 |
0 |
1 |
0 |
0 |
5 |
14 |
| Race, Income, and College in 25 Years: Evaluating Justice O'Connor's Conjecture |
0 |
0 |
0 |
13 |
0 |
1 |
9 |
86 |
| Race, Income, and College in 25 Years: The Continuing Legacy of Segregation and Discrimination |
0 |
0 |
0 |
102 |
0 |
2 |
12 |
579 |
| Racial Segregation and the Black-White Test Score Gap |
0 |
0 |
0 |
37 |
1 |
2 |
26 |
234 |
| Racial Segregation and the Black-White Test Score Gap |
0 |
0 |
0 |
57 |
1 |
3 |
17 |
222 |
| Racial Segregation and the Black-White Test Score Gap |
0 |
0 |
0 |
2 |
0 |
2 |
16 |
86 |
| Racial Segregation and the Black-White Test Score Gap |
0 |
0 |
0 |
213 |
0 |
6 |
30 |
1,327 |
| Re-assessing the Spatial Mismatch Hypothesis |
0 |
0 |
0 |
15 |
1 |
4 |
23 |
53 |
| Re-assessing the Spatial Mismatch Hypothesis |
0 |
0 |
12 |
33 |
0 |
0 |
44 |
80 |
| Review of Learning About Teaching |
0 |
0 |
0 |
1 |
0 |
0 |
3 |
7 |
| Review of Two Culminating Reports from the MET Project |
0 |
0 |
0 |
2 |
0 |
1 |
4 |
12 |
| Revisiting the Impacts of Teachers |
0 |
0 |
0 |
0 |
0 |
0 |
5 |
9 |
| Revisiting the Impacts of Teachers |
0 |
0 |
0 |
0 |
0 |
1 |
16 |
24 |
| Revisiting the Impacts of Teachers |
0 |
0 |
0 |
1 |
0 |
0 |
15 |
41 |
| Re‐assessing the Spatial Mismatch Hypothesis |
0 |
0 |
0 |
0 |
0 |
1 |
7 |
7 |
| School Choice and Segregation: Evidence from the Oakland Unified School District |
0 |
0 |
5 |
5 |
1 |
1 |
9 |
9 |
| School Finance Reform and the Distribution of Student Achievement |
0 |
0 |
1 |
6 |
0 |
1 |
17 |
42 |
| School Finance Reform and the Distribution of Student Achievement |
0 |
0 |
1 |
51 |
0 |
1 |
44 |
169 |
| School Finance Reform and the Distribution of Student Achievement |
0 |
0 |
0 |
0 |
0 |
0 |
10 |
24 |
| Scraping By: Income and Program Participation After the Loss of Extended Unemployment Benefits |
0 |
0 |
0 |
2 |
0 |
0 |
14 |
20 |
| Scraping By: Income and Program Participation After the Loss of Extended Unemployment Benefits |
0 |
0 |
0 |
30 |
1 |
2 |
13 |
127 |
| Scraping By: Income and Program Participation After the Loss of Extended Unemployment Benefits |
0 |
0 |
1 |
31 |
0 |
0 |
13 |
57 |
| Scraping By: Income and Program Participation After the Loss of Extended Unemployment Benefits |
0 |
0 |
0 |
14 |
0 |
1 |
10 |
57 |
| Scraping By: Income and Program Participation After the Loss of Extended Unemployment Benefits |
0 |
0 |
0 |
7 |
0 |
0 |
25 |
83 |
| Selection Bias in College Admissions Test Scores |
0 |
0 |
0 |
68 |
1 |
1 |
19 |
424 |
| Selection Bias in College Admissions Test Scores |
0 |
0 |
0 |
7 |
0 |
0 |
7 |
81 |
| Selection Bias in College Admissions Test Scores |
1 |
1 |
1 |
8 |
1 |
1 |
11 |
46 |
| Selection Bias in College Admissions Test Scores |
0 |
0 |
0 |
2 |
0 |
0 |
16 |
72 |
| Social Experiments in the Labor Market |
0 |
0 |
0 |
2 |
0 |
1 |
12 |
50 |
| Social Experiments in the Labor Market |
0 |
0 |
0 |
1 |
0 |
1 |
5 |
17 |
| Social Experiments in the Labor Market |
0 |
0 |
2 |
81 |
0 |
0 |
20 |
184 |
| Social Experiments in the Labor Market |
0 |
0 |
0 |
2 |
0 |
0 |
9 |
20 |
| Student Sorting and Bias in Value Added Estimation: Selection on Observables and Unobservables |
0 |
0 |
0 |
2 |
1 |
2 |
16 |
56 |
| Student Sorting and Bias in Value Added Estimation: Selection on Observables and Unobservables |
0 |
0 |
0 |
0 |
0 |
2 |
14 |
18 |
| Student sorting and bias in value added estimation: Selection on observables and unobservables |
0 |
0 |
0 |
112 |
1 |
2 |
20 |
431 |
| Synthetic Controls with Staggered Adoption |
0 |
0 |
2 |
33 |
2 |
6 |
57 |
187 |
| Synthetic Controls with Staggered Adoption |
0 |
0 |
1 |
13 |
2 |
3 |
20 |
163 |
| Tax Policy Toward Low-Income Families |
0 |
0 |
2 |
4 |
0 |
0 |
17 |
56 |
| Tax Policy Toward Low-Income Families |
0 |
0 |
0 |
32 |
0 |
2 |
18 |
126 |
| Tax Policy Toward Low-Income Families |
0 |
0 |
0 |
0 |
0 |
1 |
6 |
13 |
| Tax Policy toward Low-Income Families |
0 |
0 |
0 |
2 |
0 |
1 |
13 |
22 |
| Teacher Quality Policy When Supply Matters |
0 |
0 |
0 |
0 |
0 |
2 |
7 |
13 |
| Teacher Quality Policy When Supply Matters |
0 |
0 |
0 |
30 |
0 |
1 |
19 |
176 |
| Teacher Quality Policy When Supply Matters |
0 |
0 |
1 |
24 |
0 |
1 |
11 |
159 |
| Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement |
0 |
0 |
0 |
243 |
0 |
1 |
21 |
997 |
| Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement |
0 |
0 |
0 |
7 |
0 |
4 |
23 |
154 |
| Teacher quality policy when supply matters |
0 |
0 |
0 |
3 |
0 |
0 |
19 |
149 |
| The Augmented Synthetic Control Method |
0 |
0 |
3 |
39 |
1 |
4 |
29 |
158 |
| The Augmented Synthetic Control Method |
0 |
1 |
2 |
192 |
1 |
6 |
45 |
655 |
| The Earned Income Tax Credit |
0 |
0 |
0 |
38 |
0 |
1 |
18 |
86 |
| The Earned Income Tax Credit |
0 |
0 |
0 |
2 |
0 |
1 |
9 |
21 |
| The Earned Income Tax Credit (EITC) |
0 |
0 |
1 |
133 |
3 |
8 |
27 |
298 |
| The Effect of Extended Unemployment Insurance Benefits: Evidence from the 2012-2013 Phase-Out |
0 |
0 |
0 |
0 |
0 |
3 |
16 |
41 |
| The Effect of Extended Unemployment Insurance Benefits: Evidence from the 2012-2013 Phase-Out |
0 |
0 |
0 |
24 |
0 |
1 |
10 |
44 |
| The Effect of Extended Unemployment Insurance Benefits: Evidence from the 2012-2013 Phase-Out |
0 |
0 |
0 |
13 |
0 |
0 |
8 |
110 |
| The Effect of Extended Unemployment Insurance Benefits: Evidence from the 2012-2013 Phase-Out |
0 |
0 |
0 |
0 |
1 |
1 |
16 |
23 |
| The Effect of Extended Unemployment Insurance Benefits: Evidence from the 2012-2013 Phase-Out |
0 |
0 |
0 |
0 |
0 |
0 |
11 |
19 |
| The Effect of Extended Unemployment Insurance Benefits: Evidence from the 2012-2013 Phase-Out |
0 |
0 |
0 |
82 |
0 |
2 |
28 |
91 |
| The Great Recession and its Aftermath: What Role for Structural Changes? |
0 |
0 |
0 |
0 |
0 |
0 |
9 |
12 |
| The Great Recession and its Aftermath: What Role for Structural Changes? |
0 |
0 |
0 |
0 |
0 |
0 |
13 |
18 |
| The Great Recession and its Aftermath: What Role for Structural Changes? |
0 |
0 |
0 |
1 |
0 |
0 |
6 |
13 |
| The Great Recession and its Aftermath: What Role for Structural Changes? |
0 |
0 |
0 |
18 |
0 |
2 |
9 |
47 |
| The Great Recession and its Aftermath: What Role for Structural Changes? |
0 |
0 |
0 |
1 |
0 |
0 |
8 |
15 |
| The Labor Market Four Years Into the Crisis: Assessing Structural Explanations |
0 |
0 |
0 |
48 |
0 |
2 |
14 |
201 |
| The Labor Market Four Years Into the Crisis: Assessing Structural Explanations |
0 |
0 |
0 |
1 |
0 |
0 |
7 |
16 |
| The Labor Market Four Years Into the Crisis: Assessing Structural Explanations |
0 |
0 |
0 |
69 |
0 |
3 |
14 |
203 |
| The Lost Generation? Labor Market Outcomes for Post Great Recession Entrants |
0 |
0 |
1 |
33 |
1 |
3 |
25 |
169 |
| The Measurement of Student Ability in Modern Assesmsent Systems |
0 |
0 |
0 |
3 |
0 |
1 |
12 |
25 |
| The Measurement of Student Ability in Modern Assessment Systems |
0 |
0 |
0 |
20 |
1 |
2 |
6 |
75 |
| The Measurement of Student Ability in Modern Assessment Systems |
0 |
0 |
0 |
0 |
0 |
2 |
6 |
11 |
| The Mid-1990s EITC Expansion: Aggregate Labor Supply Effects and Economic Incidence |
0 |
0 |
0 |
37 |
0 |
0 |
11 |
142 |
| The Unintended Consequences of Encouraging Work: Tax Incidence and the EITC |
1 |
1 |
2 |
27 |
2 |
5 |
40 |
139 |
| The Value of School Facilities: Evidence from a Dynamic Regression Discontinuity Design |
0 |
0 |
1 |
1 |
0 |
2 |
17 |
28 |
| The Value of School Facilities: Evidence from a Dynamic Regression Discontinuity Design |
0 |
0 |
1 |
2 |
2 |
3 |
29 |
90 |
| The Value of School Facilities: Evidence from a Dynamic Regression Discontinuity Design |
0 |
0 |
1 |
101 |
0 |
3 |
25 |
403 |
| The effect of extended unemployment insurance benefits: evidence from the 2012-2013 phase-out |
0 |
0 |
1 |
54 |
1 |
2 |
15 |
88 |
| Tipping and the Dynamics of Segregation |
0 |
0 |
0 |
263 |
2 |
9 |
35 |
832 |
| Tipping and the Dynamics of Segregation |
0 |
0 |
0 |
3 |
0 |
3 |
19 |
42 |
| Tipping and the Dynamics of Segregation in Neighborhoods and Schools |
0 |
0 |
0 |
31 |
0 |
2 |
10 |
134 |
| Tipping and the Dynamics of Segregation in Neighborhoods and Schools |
0 |
0 |
0 |
3 |
0 |
1 |
18 |
55 |
| Unemployment Insurance and Disability Insurance in the Great Recession |
0 |
0 |
0 |
50 |
0 |
0 |
11 |
182 |
| Unemployment Insurance and Job Search in the Great Recession |
0 |
0 |
0 |
83 |
0 |
4 |
23 |
268 |
| Unemployment Insurance and Job Search in the Great Recession |
0 |
0 |
0 |
58 |
0 |
1 |
15 |
214 |
| Unemployment Insurance and Job Search in the Great Recession |
0 |
0 |
0 |
1 |
0 |
0 |
7 |
16 |
| Universal Basic Income in the US and Advanced Countries |
0 |
3 |
11 |
319 |
0 |
15 |
99 |
954 |
| Varying Impacts of Letters of Recommendation on College Admissions |
0 |
0 |
0 |
4 |
0 |
1 |
13 |
23 |
| Winners and Losers? The Effect of Gaining and Losing Access to Selective Colleges on Education and Labor Market Outcomes |
0 |
0 |
0 |
49 |
0 |
2 |
24 |
148 |
| Total Working Papers |
3 |
11 |
90 |
4,891 |
38 |
233 |
2,275 |
20,285 |
| Journal Article |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Can Nudges Increase Take-Up of the EITC? Evidence from Multiple Field Experiments |
0 |
0 |
1 |
9 |
0 |
1 |
14 |
43 |
| College performance predictions and the SAT |
0 |
0 |
1 |
344 |
0 |
3 |
20 |
994 |
| Constrained after college: Student loans and early-career occupational choices |
1 |
3 |
10 |
568 |
3 |
26 |
123 |
3,200 |
| Constrained after college: Student loans and early-career occupational choices |
0 |
0 |
1 |
132 |
1 |
11 |
40 |
622 |
| Corrigendum to “The Lost Generation? Labor Market Outcomes for Post-Great Recession Entrants” |
0 |
0 |
1 |
1 |
1 |
1 |
11 |
11 |
| Demystifying college costs: how nudges can and can't help |
0 |
0 |
0 |
0 |
1 |
1 |
7 |
15 |
| Does Competition Among Public Schools Benefit Students and Taxpayers? Comment |
0 |
0 |
1 |
82 |
0 |
2 |
15 |
338 |
| Does Money Still Matter? Attainment and Earnings Effects of Post-1990 School Finance Reforms |
1 |
1 |
1 |
11 |
1 |
4 |
17 |
67 |
| Good Principals or Good Peers? Parental Valuation of School Characteristics, Tiebout Equilibrium, and the Incentive Effects of Competition among Jurisdictions |
0 |
0 |
0 |
92 |
0 |
2 |
57 |
560 |
| Household mobility and mortgage rate lock |
0 |
0 |
1 |
3 |
0 |
6 |
44 |
52 |
| Independent Contracting, Self-Employment, and Gig Work: Evidence from California Tax Data |
0 |
0 |
0 |
3 |
2 |
5 |
13 |
25 |
| Independent Contracting, Self-Employment, and Gig Work: Evidence from California Tax Data |
0 |
0 |
0 |
8 |
0 |
4 |
10 |
34 |
| Industry Wage Differentials: A Firm-Based Approach |
0 |
1 |
4 |
30 |
0 |
2 |
40 |
120 |
| Inequality of Educational Opportunity? Schools as Mediators of the Intergenerational Transmission of Income |
0 |
0 |
1 |
59 |
0 |
2 |
25 |
260 |
| Is the EITC as Good as an NIT? Conditional Cash Transfers and Tax Incidence |
0 |
0 |
0 |
171 |
1 |
1 |
9 |
595 |
| Location, Location, Location |
1 |
1 |
10 |
25 |
4 |
5 |
37 |
73 |
| Measuring the Impacts of Teachers: Comment |
0 |
0 |
0 |
81 |
1 |
5 |
21 |
334 |
| Measuring the Labor Market at the Onset of the COVID-19 Crisis |
0 |
0 |
0 |
2 |
1 |
2 |
136 |
149 |
| Permanent Income and the Black-White Test Score Gap |
0 |
0 |
0 |
39 |
1 |
6 |
34 |
251 |
| Qualitative information in undergraduate admissions: A pilot study of letters of recommendation |
0 |
0 |
0 |
1 |
1 |
3 |
22 |
36 |
| Race, Income, and College in 25 Years: Evaluating Justice O'Connor's Conjecture |
0 |
0 |
0 |
26 |
1 |
1 |
20 |
198 |
| Racial segregation and the black-white test score gap |
0 |
0 |
0 |
296 |
2 |
11 |
51 |
1,281 |
| Rankings without U.S. News: A revealed preference approach to evaluating law schools |
0 |
0 |
1 |
1 |
1 |
1 |
19 |
24 |
| Reassessing the Spatial Mismatch Hypothesis |
0 |
0 |
1 |
3 |
1 |
2 |
31 |
46 |
| School Finance Reform and the Distribution of Student Achievement |
0 |
0 |
8 |
34 |
2 |
9 |
70 |
243 |
| Scraping by: Income and Program Participation After the Loss of Extended Unemployment Benefits |
0 |
0 |
0 |
10 |
1 |
1 |
17 |
57 |
| Selection bias in college admissions test scores |
1 |
1 |
2 |
28 |
2 |
8 |
31 |
351 |
| Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables |
0 |
0 |
0 |
56 |
1 |
3 |
25 |
287 |
| Synthetic controls with staggered adoption |
0 |
0 |
11 |
57 |
4 |
11 |
69 |
270 |
| Teacher Quality Policy When Supply Matters |
0 |
0 |
0 |
65 |
2 |
3 |
18 |
413 |
| Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement |
0 |
2 |
3 |
244 |
3 |
11 |
38 |
1,006 |
| The Augmented Synthetic Control Method |
0 |
0 |
1 |
23 |
2 |
5 |
30 |
97 |
| The Effect of Extended Unemployment Insurance Benefits: Evidence from the 2012-2013 Phase-Out |
1 |
1 |
2 |
31 |
1 |
1 |
16 |
228 |
| The Labor Market Four Years into the Crisis: Assessing Structural Explanations |
0 |
0 |
1 |
2 |
0 |
2 |
18 |
45 |
| The Lost Generation? Labor Market Outcomes for Post-Great Recession Entrants |
1 |
1 |
5 |
29 |
6 |
9 |
61 |
156 |
| The Measurement of Student Ability in Modern Assessment Systems |
0 |
0 |
0 |
24 |
1 |
3 |
18 |
138 |
| The Value of School Facility Investments: Evidence from a Dynamic Regression Discontinuity Design |
1 |
3 |
23 |
142 |
5 |
21 |
94 |
634 |
| Tipping and the Dynamics of Segregation |
0 |
2 |
6 |
396 |
6 |
13 |
62 |
1,362 |
| Unemployment Insurance and Disability Insurance in the Great Recession |
0 |
0 |
0 |
26 |
1 |
1 |
16 |
173 |
| Unemployment Insurance and Job Search in the Great Recession |
0 |
0 |
0 |
23 |
0 |
0 |
24 |
232 |
| Universal Basic Income in the United States and Advanced Countries |
0 |
0 |
2 |
22 |
1 |
4 |
53 |
158 |
| Winners and Losers? The Effect of Gaining and Losing Access to Selective Colleges on Education and Labor Market Outcomes |
0 |
1 |
2 |
28 |
1 |
2 |
16 |
97 |
| Total Journal Articles |
7 |
17 |
100 |
3,227 |
62 |
214 |
1,492 |
15,275 |
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