| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Africa's Skill Tragedy: Does Teachers' Lack of Knowledge Lead to Low Student Performance? |
0 |
0 |
0 |
54 |
0 |
7 |
12 |
79 |
| Africa's Skill Tragedy: Does Teachers' Lack of Knowledge Lead to Low Student Performance? |
0 |
0 |
0 |
39 |
1 |
1 |
5 |
210 |
| Application Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
2 |
2 |
0 |
0 |
7 |
7 |
| Application Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
5 |
5 |
5 |
1 |
3 |
4 |
4 |
| Application Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
0 |
6 |
3 |
3 |
8 |
23 |
| Application barriers and the socioeconomic gap in child care enrollment |
1 |
2 |
8 |
8 |
1 |
5 |
32 |
32 |
| Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
0 |
2 |
2 |
2 |
3 |
17 |
| Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
1 |
7 |
2 |
3 |
7 |
23 |
| Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
7 |
| Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
0 |
11 |
0 |
0 |
6 |
32 |
| Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
0 |
14 |
0 |
0 |
0 |
16 |
| Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects |
0 |
1 |
18 |
34 |
0 |
4 |
36 |
69 |
| Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects |
0 |
0 |
1 |
21 |
0 |
1 |
4 |
38 |
| Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects |
0 |
0 |
0 |
10 |
0 |
1 |
1 |
15 |
| Can Mentoring Alleviate Family Disadvantage in Adolscence? A Field Experiment to Improve Labor-Market Prospects |
0 |
1 |
3 |
23 |
0 |
1 |
8 |
66 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
2 |
0 |
1 |
1 |
29 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
27 |
1 |
1 |
2 |
45 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
55 |
0 |
0 |
1 |
103 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
6 |
0 |
0 |
1 |
38 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
1 |
36 |
0 |
0 |
4 |
98 |
| Coping with change: International differences in returns to skills |
0 |
0 |
0 |
71 |
0 |
1 |
2 |
96 |
| Coping with change: International differences in the returns to skills |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
30 |
| Costs of Control in Groups |
0 |
0 |
0 |
12 |
0 |
1 |
3 |
75 |
| Discrimination in Universal Social Programs? A Nationwide Field Experiment on Access to Child Care |
0 |
0 |
2 |
4 |
0 |
0 |
7 |
21 |
| Discrimination in Universal Social Programs? A Nationwide Field Experiment on Access to Child Care |
1 |
1 |
4 |
22 |
1 |
3 |
29 |
43 |
| Discrimination in Universal Social Programs? A Nationwide Field Experiment on Access to Child Care |
0 |
0 |
0 |
12 |
0 |
0 |
3 |
14 |
| Discrimination on the Child Care Market: A Nationwide Field Experiment |
0 |
0 |
3 |
10 |
1 |
1 |
7 |
10 |
| Discrimination on the Child Care Market: A Nationwide Field Experiment |
0 |
0 |
0 |
0 |
0 |
0 |
4 |
4 |
| Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education |
1 |
1 |
1 |
41 |
1 |
1 |
1 |
31 |
| Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education |
0 |
0 |
0 |
25 |
0 |
0 |
1 |
13 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
1 |
30 |
1 |
2 |
3 |
24 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
7 |
7 |
0 |
0 |
11 |
11 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
0 |
37 |
0 |
2 |
24 |
50 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
0 |
6 |
0 |
0 |
0 |
7 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
2 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
3 |
3 |
0 |
0 |
8 |
8 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
1 |
1 |
1 |
1 |
2 |
2 |
2 |
| Does Information about Inequality and Discrimination in Early Child Care Affect Policy Preferences? |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
2 |
| Does information about inequality and discrimination in early child care affect policy preferences? |
0 |
0 |
8 |
8 |
0 |
1 |
9 |
9 |
| Does information about inequality and discrimination in early child care affect policy preferences? |
0 |
0 |
1 |
1 |
0 |
0 |
1 |
2 |
| Does the Technological Content of Government Demand Matter for Private R&D? Evidence from US States |
0 |
0 |
0 |
93 |
1 |
1 |
3 |
224 |
| Early Child Care and Labor Supply of Lower-SES Mothers: A Randomized Controlled Trial |
0 |
0 |
1 |
19 |
1 |
1 |
5 |
31 |
| Early Child Care and Labor Supply of Lower-SES Mothers: A Randomized Controlled Trial |
0 |
0 |
1 |
9 |
0 |
0 |
7 |
13 |
| Early Child Care, Maternal Labor Supply, and Gender Equality: A Randomized Controlled Trial |
0 |
0 |
1 |
4 |
0 |
0 |
1 |
9 |
| Early Child Care, Maternal Labor Supply, and Gender Equality: A Randomized Controlled Trial |
0 |
0 |
1 |
26 |
1 |
1 |
7 |
21 |
| Early Child Care, Maternal Labor Supply, and Gender Equality:A Randomized Controlled Trial* |
0 |
0 |
2 |
27 |
0 |
3 |
12 |
30 |
| Early child care and labor supply of lower-SES mothers: A randomized controlled trial |
0 |
0 |
1 |
27 |
3 |
4 |
14 |
43 |
| Early child care, maternal labor supply, and gender equality: A randomized controlled trial |
1 |
2 |
31 |
31 |
1 |
4 |
48 |
48 |
| Education Policy: Quality and Equality of Opportunity / Políticas educativas: calidad e igualdad de oportunidades / Polítiques educatives: qualitat i igualtat d’oportunitats |
1 |
1 |
5 |
5 |
1 |
1 |
6 |
6 |
| Government Spending Composition in a Simple Model of Schumpeterian Growth |
0 |
0 |
0 |
87 |
0 |
1 |
1 |
304 |
| Heterogeneous treatment effects in groups |
0 |
0 |
0 |
57 |
0 |
0 |
1 |
176 |
| Hidden Costs of Control in Social Groups |
0 |
0 |
0 |
60 |
0 |
0 |
1 |
72 |
| Individualism, Human Capital Formation, and Labor Market Success |
0 |
0 |
2 |
27 |
0 |
1 |
6 |
42 |
| Individualism, Human Capital Formation, and Labor Market Success |
0 |
0 |
0 |
12 |
0 |
1 |
3 |
16 |
| Information about Inequality in Early Child Care Reduces Polarization in Policy Preferences |
0 |
1 |
1 |
1 |
0 |
2 |
3 |
3 |
| Information about Inequality in Early Child Care Reduces Polarization in Policy Preferences |
0 |
0 |
1 |
1 |
1 |
1 |
4 |
5 |
| Information about Inequality in Early Child Care Reduces Polarization in Policy Preferences |
0 |
1 |
12 |
22 |
0 |
3 |
37 |
45 |
| International Emigrant Selection on Occupational Skills |
0 |
0 |
1 |
79 |
0 |
1 |
2 |
107 |
| International Emigrant Selection on Occupational Skills |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
1 |
| International Emigrant Selection on Occupational Skills |
0 |
0 |
0 |
37 |
2 |
2 |
3 |
49 |
| International Emigrant Selection on Occupational Skills |
0 |
0 |
0 |
27 |
0 |
0 |
0 |
42 |
| International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
0 |
23 |
0 |
0 |
2 |
84 |
| Nachfrageorientierte Innovationspolitik |
0 |
0 |
0 |
12 |
0 |
0 |
0 |
62 |
| On Social Identity, Subjective Expectations, and the Costs of Control |
0 |
0 |
0 |
101 |
0 |
0 |
1 |
194 |
| Returns to ICT Skills |
1 |
1 |
3 |
47 |
2 |
3 |
10 |
91 |
| Returns to ICT Skills |
0 |
0 |
0 |
21 |
0 |
2 |
3 |
82 |
| Returns to ICT Skills |
0 |
0 |
0 |
63 |
2 |
2 |
6 |
309 |
| Returns to ICT skills |
0 |
0 |
0 |
40 |
0 |
1 |
8 |
110 |
| Returns to Skills Around the World: Evidence From PIAAC |
0 |
0 |
0 |
71 |
2 |
2 |
2 |
98 |
| Returns to Skills Around the World: Evidence from PIAAC |
0 |
0 |
1 |
84 |
0 |
5 |
7 |
241 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
1 |
63 |
2 |
4 |
10 |
221 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
69 |
0 |
1 |
1 |
106 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
136 |
0 |
0 |
1 |
129 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
365 |
0 |
0 |
2 |
733 |
| Skill Mismatch and the Costs of Job Displacement |
0 |
1 |
1 |
1 |
0 |
1 |
1 |
1 |
| Skill Mismatch and the Costs of Job Displacement |
0 |
0 |
1 |
28 |
0 |
0 |
4 |
71 |
| Skill Mismatch and the Costs of Job Displacement |
0 |
0 |
1 |
19 |
0 |
0 |
5 |
23 |
| Skill mismatch and the costs of job displacement |
0 |
1 |
4 |
49 |
1 |
5 |
31 |
65 |
| Team building and hidden costs of control |
0 |
0 |
0 |
76 |
0 |
1 |
1 |
295 |
| Technological Intensity of Government Demand and Innovation |
0 |
0 |
0 |
28 |
0 |
0 |
0 |
145 |
| Technology, outsourcing, and the demand for heterogeneous labor: Exploring the industry dimension |
0 |
0 |
0 |
37 |
0 |
0 |
1 |
115 |
| The Causal Impact of Gender Norms on Mothers' Employment Attitudes and Expectations |
0 |
1 |
1 |
1 |
4 |
10 |
10 |
10 |
| The Causal Impact of Gender Norms on Mothers’ Employment Attitudes and Expectations |
3 |
10 |
10 |
10 |
4 |
19 |
19 |
19 |
| The Effects of Graduating from High School in a Recession: College Investments, Skill Formation, and Labor-Market Outcomes |
0 |
0 |
1 |
30 |
2 |
3 |
7 |
171 |
| The Impact of Government Procurement Composition on Private R&D Activities |
0 |
0 |
0 |
65 |
0 |
0 |
0 |
206 |
| The Impact of Skill Mismatch on Earnings Losses after Job Displacement |
0 |
0 |
0 |
41 |
0 |
0 |
3 |
183 |
| The Impact of Teacher Skills on Student Performance across Countries |
0 |
0 |
0 |
89 |
0 |
0 |
2 |
209 |
| The Intergenerational Transmission of Cognitive Skills: An Investigation of the Causal Impact of Families on Student Outcomes |
0 |
0 |
1 |
39 |
0 |
1 |
5 |
64 |
| The Intergenerational Transmission of Cognitive Skills: An Investigation of the Causal Impact of Families on Student Outcomes |
0 |
0 |
0 |
44 |
0 |
0 |
1 |
49 |
| The Occupational Selection of Emigrants |
0 |
0 |
0 |
27 |
0 |
0 |
0 |
23 |
| The Value of Early-Career Skills |
0 |
0 |
0 |
52 |
8 |
9 |
9 |
24 |
| The Value of Early-Career Skills |
0 |
10 |
12 |
12 |
1 |
8 |
10 |
10 |
| The Value of Early-Career Skills |
1 |
2 |
6 |
39 |
1 |
2 |
9 |
58 |
| The Value of Early-Career Skills |
0 |
0 |
1 |
1 |
0 |
0 |
2 |
5 |
| The Value of Early-Career Skills |
0 |
0 |
0 |
33 |
1 |
1 |
3 |
18 |
| The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
1 |
51 |
0 |
1 |
5 |
121 |
| The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
1 |
50 |
0 |
0 |
4 |
178 |
| The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
0 |
87 |
0 |
0 |
1 |
212 |
| The intergenerational transmission of cognitive skills: An investigation of the causal impact of families on student outcomes |
0 |
0 |
1 |
46 |
0 |
0 |
3 |
29 |
| The intergenerational transmission of cognitive skills: an investigation of the causal impact of families on student outcomes |
0 |
0 |
0 |
4 |
0 |
0 |
1 |
10 |
| The intergenerational transmission of cognitive skills: an investigation of the causal impact of families on student outcomes |
0 |
0 |
1 |
15 |
0 |
0 |
5 |
20 |
| Training, Automation, and Wages: International Worker-Level Evidence |
0 |
4 |
4 |
4 |
0 |
8 |
8 |
8 |
| Training, Automation, and Wages: International Worker-Level Evidence |
1 |
6 |
6 |
6 |
0 |
6 |
6 |
6 |
| Training, Automation, and Wages: Worker-Level Evidence |
0 |
0 |
15 |
15 |
1 |
2 |
10 |
10 |
| Understanding Gender Match Effects in Higher Education: The Role of Class Size |
0 |
0 |
1 |
1 |
0 |
4 |
6 |
6 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
0 |
0 |
40 |
0 |
0 |
3 |
38 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
1 |
4 |
54 |
0 |
1 |
9 |
102 |
| Where Do STEM Graduates Stem From? The Intergenerational Transmission of Comparative Skill Advantages |
0 |
1 |
2 |
60 |
1 |
4 |
6 |
29 |
| Where do STEM graduates stem from? The intergenerational transmission of comparative skill advantages |
0 |
1 |
2 |
28 |
0 |
4 |
28 |
44 |
| Why Is the Roy-Borjas Model Unable to Predict International Migrant Selection on Education? Evidence from Urban and Rural Mexico |
0 |
0 |
1 |
9 |
0 |
0 |
1 |
14 |
| Why Is the Roy-Borjas Model Unable to Predict International Migrant Selection on Education? Evidence from Urban and Rural Mexico |
0 |
0 |
0 |
14 |
0 |
0 |
1 |
5 |
| Why is the Roy-Borjas model unable to predict international migrant selection on education? Evidence from urban and rural Mexico |
0 |
0 |
2 |
10 |
0 |
4 |
35 |
44 |
| Total Working Papers |
11 |
56 |
215 |
3,613 |
59 |
188 |
733 |
7,792 |
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