| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Between Beveridge and Bismarck: Preferences for Redistribution through Public Pensions |
0 |
0 |
1 |
17 |
6 |
9 |
12 |
34 |
| Between Beveridge and Bismarck: Preferences for redistribution through public pensions |
0 |
1 |
1 |
2 |
3 |
5 |
6 |
17 |
| Central Exams and Adult Skills: Evidence from PIAAC |
1 |
1 |
1 |
11 |
2 |
6 |
12 |
34 |
| Central Exams and Adult Skills: Evidence from PIAAC |
0 |
0 |
0 |
5 |
1 |
5 |
7 |
38 |
| Central Exams and Adult Skills: Evidence from PIAAC |
0 |
0 |
0 |
13 |
3 |
5 |
5 |
30 |
| Central Exams and Adult Skills: Evidence from PIAAC |
0 |
0 |
0 |
13 |
0 |
6 |
11 |
29 |
| Central School Exit Exams and Labor-Market Outcomes |
0 |
0 |
0 |
50 |
16 |
20 |
23 |
165 |
| Central School Exit Exams and Labor-Market Outcomes |
0 |
0 |
1 |
35 |
11 |
15 |
21 |
200 |
| Central exams and adult skills: Evidence from PIAAC |
0 |
0 |
0 |
7 |
4 |
4 |
9 |
27 |
| Central school exit exams and labor-market outcomes |
0 |
0 |
0 |
0 |
4 |
9 |
10 |
79 |
| Changes in Human Capital: Implications for Productivity Growth in the Euro Area |
0 |
0 |
0 |
57 |
3 |
4 |
4 |
284 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
27 |
4 |
6 |
8 |
52 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
36 |
2 |
3 |
4 |
102 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
6 |
8 |
8 |
9 |
47 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
55 |
3 |
3 |
6 |
109 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
2 |
9 |
13 |
14 |
43 |
| Coping with change: International differences in returns to skills |
0 |
0 |
0 |
71 |
3 |
4 |
5 |
101 |
| Coping with change: International differences in the returns to skills |
0 |
0 |
0 |
0 |
1 |
5 |
11 |
41 |
| Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education |
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0 |
1 |
41 |
3 |
5 |
7 |
37 |
| Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education |
0 |
0 |
0 |
25 |
3 |
4 |
5 |
18 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
1 |
2 |
39 |
36 |
53 |
55 |
105 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
0 |
6 |
2 |
4 |
4 |
11 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
0 |
7 |
2 |
4 |
5 |
16 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
0 |
30 |
4 |
12 |
17 |
40 |
| Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-In-Differences Evidence Across Countries |
0 |
0 |
0 |
60 |
2 |
5 |
6 |
90 |
| Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-In-Differences Evidence Across Countries |
0 |
0 |
0 |
22 |
3 |
7 |
11 |
137 |
| Does Early Educational Tracking Increase Migrant-Native Achievement Gaps? Differences-In-Differences Evidence Across Countries |
0 |
0 |
0 |
100 |
3 |
7 |
7 |
91 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
1 |
1 |
3 |
9 |
11 |
13 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
0 |
1 |
3 |
7 |
10 |
11 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
0 |
0 |
1 |
3 |
5 |
7 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
0 |
3 |
2 |
5 |
9 |
17 |
| Does information about inequality and discrimination in early child care affect policy preferences? |
0 |
0 |
0 |
8 |
2 |
5 |
6 |
15 |
| Does information about inequality and discrimination in early child care affect policy preferences? |
0 |
0 |
1 |
2 |
1 |
5 |
8 |
10 |
| Does the Color of the Collar Matter? Firm Specific Human Capital and Post-Displacement Outcomes |
0 |
0 |
0 |
33 |
4 |
6 |
10 |
263 |
| Does the color of the collar matter? Firm specific human capital and post-displacement outcomes |
0 |
0 |
0 |
24 |
2 |
3 |
7 |
140 |
| Does the color of the collar matter? Firm specific human capital and post-displacement outcomes |
0 |
0 |
0 |
50 |
5 |
5 |
7 |
223 |
| Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide |
0 |
2 |
3 |
198 |
6 |
8 |
13 |
744 |
| Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide |
0 |
1 |
9 |
497 |
2 |
9 |
26 |
980 |
| Econometric methods for causal evaluation of education policies and practices: A non-technical guide |
0 |
0 |
0 |
0 |
2 |
5 |
10 |
132 |
| Effects of Adult Education Vouchers on the Labor Market: Evidence from a Randomized Field Experiment |
0 |
0 |
1 |
38 |
0 |
2 |
4 |
196 |
| Effects of Adult Education Vouchers on the Labor Market: Evidence from a Randomized Field Experiment |
0 |
0 |
0 |
82 |
3 |
4 |
5 |
467 |
| Eingetrübte Aussichten: Das Konstanzer Ungleichheitsbarometer belegt die Wahrnehmung zunehmender Ungleichheit |
0 |
0 |
1 |
5 |
0 |
2 |
8 |
12 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
1 |
93 |
7 |
12 |
17 |
206 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle |
0 |
0 |
0 |
0 |
4 |
8 |
15 |
183 |
| Gloomy prospects: The Konstanz Inequality Barometer shows that inequality is perceived to have increased |
0 |
1 |
2 |
7 |
2 |
5 |
9 |
22 |
| Growth in Euro Area Labour Quality |
0 |
0 |
0 |
73 |
3 |
9 |
11 |
343 |
| Growth in euro area labour quality |
0 |
0 |
0 |
108 |
3 |
5 |
8 |
410 |
| How information affects support for education spending: Evidence from survey experiments in Germany and the United States |
0 |
0 |
0 |
0 |
4 |
12 |
13 |
41 |
| Information Provision and Preferences for Education Spending: Evidence from Representative Survey Experiments in Three Countries |
0 |
0 |
0 |
16 |
3 |
5 |
10 |
52 |
| Information Provision and Preferences for Education Spending: Evidence from Representative Survey Experiments in Three Countries |
0 |
0 |
0 |
22 |
3 |
10 |
12 |
44 |
| Information Provision and Preferences for Education Spending: Evidence from Representative Survey Experiments in Three Countries |
0 |
0 |
0 |
6 |
5 |
10 |
11 |
34 |
| Information Provision and Support for Inheritance Taxation: Evidence from a Representative Survey Experiment in Germany |
0 |
0 |
0 |
7 |
4 |
7 |
10 |
17 |
| Information Provision and Support for Inheritance Taxation: Evidence from a Representative Survey Experiment in Germany |
0 |
1 |
1 |
12 |
5 |
11 |
24 |
36 |
| Information about Inequality in Early Child Care Reduces Polarization in Policy Preferences |
0 |
1 |
1 |
23 |
2 |
5 |
7 |
52 |
| Information about Inequality in Early Child Care Reduces Polarization in Policy Preferences |
0 |
0 |
1 |
2 |
5 |
9 |
13 |
16 |
| Information about Inequality in Early Child Care Reduces Polarization in Policy Preferences |
0 |
0 |
0 |
1 |
6 |
6 |
9 |
13 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
0 |
57 |
6 |
9 |
10 |
77 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
1 |
15 |
2 |
4 |
8 |
67 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
0 |
30 |
3 |
3 |
6 |
61 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
0 |
35 |
1 |
4 |
5 |
39 |
| Information provision and preferences for education spending: Evidence from representative survey experiments in three countries |
0 |
0 |
0 |
0 |
4 |
5 |
6 |
9 |
| Information provision and preferences for education spending: Evidence from representative survey experiments in three countries |
0 |
0 |
0 |
14 |
0 |
4 |
6 |
27 |
| Information provision and preferences for education spending: Evidence from representative survey experiments in three countries |
0 |
0 |
0 |
9 |
1 |
2 |
2 |
21 |
| Information provision and support for inheritance taxation: Evidence from a representative survey experiment in Germany |
0 |
1 |
2 |
2 |
7 |
19 |
27 |
36 |
| Is Traditional Teaching really all that Bad? A Within-Student Between-Subject Approach |
0 |
0 |
0 |
489 |
7 |
10 |
13 |
2,307 |
| Is traditional teaching really all that bad? A within-student between-subject approach |
0 |
0 |
0 |
0 |
1 |
3 |
5 |
137 |
| Ist die Ausbildung von Spitzenmathematikern wichtig für wirtschaftliches Wachstum? |
0 |
0 |
0 |
0 |
5 |
6 |
8 |
58 |
| Labor Market Effects of Adult Education Vouchers: Evidence from a Randomized Field Experiment |
0 |
0 |
0 |
61 |
2 |
8 |
13 |
203 |
| Labor Quality Growth in Germany |
0 |
0 |
1 |
48 |
3 |
8 |
13 |
249 |
| Labor Turnover before Plant Closure: ‘Leaving the Sinking Ship’ vs. ‘Captain Throwing Ballast Overboard’ |
0 |
0 |
0 |
45 |
4 |
7 |
14 |
384 |
| Migration Background and Educational Tracking: Is there a Double Disadvantage for Second-Generation Immigrants? |
0 |
0 |
0 |
147 |
11 |
15 |
17 |
623 |
| Perception of Inequality and Social Mobility in Germany: evidence from the Inequality Barometer |
0 |
0 |
5 |
20 |
9 |
12 |
21 |
63 |
| Ramadan intensity and subsequent student achievement |
0 |
0 |
1 |
5 |
5 |
5 |
9 |
12 |
| Religious Practice and Student Performance: Evidence from Ramadan Fasting |
1 |
1 |
1 |
7 |
6 |
10 |
12 |
37 |
| Religious Practice and Student Performance: Evidence from Ramadan Fasting |
0 |
0 |
1 |
34 |
6 |
8 |
14 |
106 |
| Religious Practice and Student Performance: Evidence from Ramadan Fasting |
0 |
0 |
1 |
32 |
4 |
8 |
12 |
65 |
| Religious practice and student performance: Evidence from Ramadan fasting |
0 |
0 |
0 |
16 |
14 |
18 |
20 |
52 |
| Religious practice and student performance: Evidence from Ramadan fasting |
0 |
0 |
0 |
17 |
2 |
4 |
6 |
19 |
| Religious practice and student performance: Evidence from Ramadan fasting |
0 |
0 |
0 |
4 |
4 |
5 |
6 |
24 |
| Returns to Skills Around the World: Evidence From PIAAC |
0 |
0 |
0 |
71 |
3 |
6 |
9 |
105 |
| Returns to Skills Around the World: Evidence from PIAAC |
0 |
0 |
1 |
85 |
4 |
7 |
12 |
253 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
365 |
1 |
4 |
9 |
742 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
1 |
1 |
137 |
5 |
13 |
18 |
147 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
1 |
64 |
0 |
4 |
10 |
229 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
69 |
6 |
8 |
13 |
119 |
| Sage on the stage: Is lecturing really all that bad? |
0 |
0 |
0 |
0 |
5 |
6 |
6 |
52 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
0 |
51 |
3 |
7 |
11 |
73 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
1 |
68 |
6 |
10 |
13 |
91 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
1 |
1 |
45 |
3 |
9 |
10 |
113 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
0 |
134 |
2 |
7 |
11 |
126 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
0 |
0 |
3 |
6 |
9 |
11 |
| Skills, signals, and employability: An experimental investigation |
0 |
0 |
0 |
0 |
2 |
4 |
5 |
18 |
| The Effect of Opposite Sex Siblings on Cognitive and Noncognitive Skills in Early Childhood |
0 |
0 |
0 |
58 |
4 |
5 |
8 |
108 |
| The Effects of Test-based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida |
0 |
0 |
0 |
37 |
8 |
12 |
13 |
199 |
| The Effects of Test-based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida |
0 |
0 |
0 |
38 |
5 |
5 |
8 |
134 |
| The Effects of Test-based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida |
0 |
0 |
0 |
30 |
7 |
9 |
12 |
106 |
| The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School |
0 |
0 |
0 |
91 |
2 |
8 |
13 |
548 |
| The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School |
0 |
0 |
1 |
70 |
1 |
4 |
8 |
125 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
41 |
3 |
4 |
6 |
88 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
38 |
4 |
8 |
9 |
80 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
18 |
10 |
10 |
11 |
90 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
15 |
3 |
5 |
6 |
53 |
| The Intergenerational Transmission of Cognitive Skills: An Investigation of the Causal Impact of Families on Student Outcomes |
0 |
0 |
0 |
39 |
5 |
7 |
7 |
71 |
| The Intergenerational Transmission of Cognitive Skills: An Investigation of the Causal Impact of Families on Student Outcomes |
0 |
0 |
0 |
44 |
8 |
13 |
18 |
67 |
| The impact of an adult education voucher program: Evidence from a randomized field experiment |
0 |
0 |
0 |
0 |
5 |
10 |
13 |
256 |
| The information value of central school exams |
0 |
0 |
0 |
0 |
13 |
14 |
16 |
64 |
| The intergenerational transmission of cognitive skills: An investigation of the causal impact of families on student outcomes |
0 |
0 |
0 |
46 |
6 |
11 |
14 |
43 |
| The intergenerational transmission of cognitive skills: an investigation of the causal impact of families on student outcomes |
0 |
0 |
0 |
15 |
9 |
14 |
16 |
36 |
| The intergenerational transmission of cognitive skills: an investigation of the causal impact of families on student outcomes |
0 |
0 |
1 |
5 |
1 |
1 |
6 |
16 |
| Too Old To Work, Too Young To Retire? |
0 |
0 |
0 |
1 |
3 |
6 |
10 |
15 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
63 |
6 |
8 |
12 |
341 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
22 |
1 |
4 |
5 |
179 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
35 |
6 |
13 |
15 |
284 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
32 |
5 |
10 |
12 |
444 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
80 |
6 |
10 |
12 |
127 |
| Too Old to Work, Too Young to Retire? |
0 |
0 |
0 |
45 |
14 |
26 |
29 |
247 |
| Too Old to Work, Too Young to Retire? Revised Version of Working Paper 220, Economics Series, October 2007 |
0 |
0 |
1 |
64 |
6 |
12 |
15 |
158 |
| Too Old to Work, too Young to Retire? |
0 |
0 |
1 |
82 |
4 |
8 |
13 |
576 |
| Understanding Gender Match Effects in Higher Education: The Role of Class Size |
0 |
1 |
3 |
4 |
6 |
10 |
22 |
28 |
| Virtual Schooling and Student Learning: Evidence from the Florida Virtual School |
0 |
0 |
0 |
106 |
5 |
12 |
15 |
391 |
| Wenn alle Teil der Mittelschicht sein wollen: (Fehl-)Wahrnehmungen von Ungleichheit und warum sie für Sozialpolitik wichtig sind |
0 |
0 |
0 |
10 |
2 |
3 |
5 |
24 |
| When everyone thinks they're middle-class: (Mis-)Perceptions of inequality and why they matter for social policy |
0 |
0 |
2 |
16 |
3 |
5 |
11 |
55 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
0 |
1 |
55 |
9 |
14 |
17 |
119 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
0 |
2 |
42 |
3 |
5 |
10 |
48 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
0 |
0 |
60 |
15 |
20 |
23 |
51 |
| Where do STEM graduates stem from? The intergenerational transmission of comparative skill advantages |
0 |
4 |
5 |
33 |
2 |
12 |
14 |
58 |
| Ökonometrische Methoden zur Evaluierung kausaler Effekte der Wirtschaftspolitik |
0 |
1 |
4 |
99 |
2 |
7 |
20 |
265 |
| Ökonometrische Methoden zur Evaluierung kausaler Effekte der Wirtschaftspolitik |
0 |
0 |
0 |
61 |
5 |
6 |
7 |
202 |
| Total Working Papers |
2 |
19 |
68 |
5,720 |
580 |
1,022 |
1,442 |
19,127 |
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