| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Anti-Lemons: School Reputation and Educational Quality |
0 |
0 |
0 |
146 |
3 |
8 |
11 |
507 |
| Anti-Lemons: School Reputation, Relative Diversity, and Educational Quality |
0 |
0 |
0 |
123 |
1 |
4 |
8 |
328 |
| Bolivian capitalization and privatization: Approximation to an evaluation |
0 |
0 |
0 |
30 |
1 |
2 |
3 |
115 |
| Capitalization and Privatization in Bolivia: An Aproximation to an Evaluation |
0 |
1 |
4 |
39 |
0 |
1 |
8 |
162 |
| Capitalization, Regulation and the Poor: Access to Basic Services in Bolivia |
0 |
0 |
0 |
35 |
0 |
1 |
3 |
148 |
| Capitalization, regulation and the poor: access to basic services in Bolivia |
1 |
1 |
1 |
22 |
3 |
3 |
4 |
107 |
| Class Size and Sorting in Market Equilibrium: Theory and Evidence |
0 |
0 |
0 |
82 |
1 |
2 |
3 |
387 |
| Class Size and Sorting in Market Equilibrium: Theory and Evidence |
0 |
0 |
0 |
36 |
0 |
3 |
4 |
324 |
| Class Size and Sorting in Market Equilibrium: Theory and Evidence |
0 |
0 |
0 |
23 |
3 |
4 |
5 |
278 |
| Competition and Educational Productivity: Incentives Writ Large |
4 |
8 |
16 |
281 |
7 |
13 |
24 |
469 |
| Geography and Development in Bolivia: Migration, Urban and Industrial Concentration, Welfare, and Convergence: 1950-1992 |
0 |
1 |
2 |
68 |
5 |
8 |
13 |
222 |
| Going to a Better School: Effects and Behavioral Responses |
0 |
0 |
1 |
83 |
0 |
5 |
9 |
419 |
| Identifying class size effects in developing countries: evidence from rural schools in Bolivia |
0 |
0 |
2 |
284 |
0 |
2 |
5 |
1,345 |
| Information, Preferences, and Household Demand for School Value Added |
0 |
0 |
1 |
11 |
1 |
7 |
13 |
59 |
| Information, Preferences, and Household Demand for School Value Added |
0 |
0 |
1 |
6 |
4 |
4 |
12 |
58 |
| Interactions Between Family and School Environments: Evidence on Dynamic Complementarities? |
0 |
0 |
2 |
58 |
0 |
10 |
20 |
148 |
| Is Education Consumption or Investment? Implications for the Effect of School Competition |
0 |
0 |
1 |
38 |
3 |
3 |
9 |
147 |
| Learning and Earning: An Approximation to College Value Added in Two Dimensions |
0 |
0 |
0 |
30 |
1 |
6 |
8 |
103 |
| Malleable Minds: The Effects of STEM- vs. Humanities-Focused Curricula |
12 |
13 |
13 |
13 |
12 |
19 |
19 |
19 |
| Parental choice and school markets: The impact of information approximating school effectiveness |
0 |
0 |
1 |
256 |
2 |
7 |
13 |
948 |
| School Markets: The Impact of Information Approximating Schools' Effectiveness |
0 |
0 |
1 |
107 |
2 |
4 |
6 |
339 |
| School Vouchers: A Survey of the Economics Literature |
0 |
0 |
3 |
137 |
8 |
9 |
23 |
404 |
| Self-, Peer-, and Teacher Perceptions under School Tracking |
0 |
1 |
2 |
8 |
3 |
6 |
7 |
17 |
| Socioeconomic status or noise? Tradeoffs in the generation of school quality information |
0 |
0 |
0 |
137 |
1 |
2 |
2 |
564 |
| The Big Sort: College Reputation and Labor Market Outcomes |
0 |
0 |
0 |
72 |
1 |
3 |
6 |
140 |
| The Central Role of Noise in Evaluating Interventions that Use Test Scores to Rank Schools |
0 |
0 |
0 |
391 |
5 |
7 |
8 |
1,251 |
| When Schools Compete, How Do They Compete? An Assessment of Chile's Nationwide School Voucher Program |
0 |
0 |
0 |
507 |
2 |
5 |
10 |
1,979 |
| When Schools Compete, How Do They Compete? An Assessment of Chile's Nationwide School Voucher Program |
0 |
0 |
1 |
19 |
1 |
5 |
8 |
131 |
| Why Does the U.S. Have the Best Research Universities? Incentives, Resources, and Virtuous Circles |
0 |
0 |
0 |
50 |
0 |
3 |
6 |
68 |
| Why Does the U.S. Have the Best Research Universities? Incentives, Resources, and Virtuous Circles |
0 |
0 |
0 |
45 |
3 |
5 |
7 |
81 |
| Total Working Papers |
17 |
25 |
52 |
3,137 |
73 |
161 |
277 |
11,267 |
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