| 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 |
39 |
8 |
11 |
17 |
226 |
| Africa's Skill Tragedy: Does Teachers' Lack of Knowledge Lead to Low Student Performance? |
0 |
0 |
0 |
54 |
12 |
20 |
27 |
106 |
| Application Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
1 |
3 |
15 |
19 |
23 |
30 |
| Application Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
0 |
6 |
3 |
6 |
13 |
33 |
| Application Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
1 |
1 |
6 |
3 |
6 |
13 |
16 |
| Application barriers and the socioeconomic gap in child care enrollment |
0 |
2 |
4 |
11 |
5 |
12 |
16 |
47 |
| Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
1 |
1 |
8 |
2 |
5 |
10 |
31 |
| Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
0 |
0 |
1 |
4 |
4 |
11 |
| Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
0 |
2 |
4 |
4 |
10 |
25 |
| Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
0 |
11 |
7 |
8 |
11 |
43 |
| Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment |
0 |
0 |
0 |
14 |
20 |
35 |
37 |
53 |
| Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects |
0 |
0 |
1 |
22 |
4 |
8 |
13 |
51 |
| Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects |
0 |
0 |
1 |
35 |
3 |
4 |
8 |
77 |
| Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects |
0 |
0 |
0 |
10 |
3 |
5 |
6 |
21 |
| Can Mentoring Alleviate Family Disadvantage in Adolscence? A Field Experiment to Improve Labor-Market Prospects |
0 |
0 |
1 |
24 |
8 |
12 |
18 |
84 |
| 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 |
27 |
4 |
6 |
8 |
52 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
2 |
9 |
13 |
14 |
43 |
| 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 |
36 |
2 |
3 |
4 |
102 |
| 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 |
| Costs of Control in Groups |
0 |
0 |
0 |
12 |
2 |
5 |
8 |
83 |
| Discrimination in Universal Social Programs? A Nationwide Field Experiment on Access to Child Care |
0 |
1 |
4 |
25 |
3 |
8 |
12 |
54 |
| Discrimination in Universal Social Programs? A Nationwide Field Experiment on Access to Child Care |
0 |
0 |
0 |
12 |
5 |
7 |
8 |
22 |
| Discrimination in Universal Social Programs? A Nationwide Field Experiment on Access to Child Care |
0 |
0 |
0 |
4 |
4 |
5 |
7 |
28 |
| Discrimination on the Child Care Market: A Nationwide Field Experiment |
2 |
2 |
2 |
2 |
5 |
7 |
10 |
14 |
| Discrimination on the Child Care Market: A Nationwide Field Experiment |
0 |
0 |
0 |
10 |
2 |
5 |
8 |
17 |
| Do Role Models Matter in Large Classes? New Evidence on Gender Match Effects in Higher Education |
0 |
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 |
0 |
0 |
6 |
2 |
4 |
4 |
11 |
| 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 |
30 |
4 |
12 |
17 |
40 |
| Do role models matter in large classes? New evidence on gender match effects in higher education |
0 |
0 |
0 |
7 |
2 |
4 |
5 |
16 |
| 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 |
1 |
2 |
1 |
5 |
8 |
10 |
| Does information about inequality and discrimination in early child care affect policy preferences? |
0 |
0 |
0 |
8 |
2 |
5 |
6 |
15 |
| Does the Technological Content of Government Demand Matter for Private R&D? Evidence from US States |
0 |
1 |
2 |
95 |
6 |
8 |
12 |
235 |
| Early Child Care and Labor Supply of Lower-SES Mothers: A Randomized Controlled Trial |
0 |
0 |
0 |
9 |
4 |
7 |
7 |
20 |
| Early Child Care and Labor Supply of Lower-SES Mothers: A Randomized Controlled Trial |
0 |
0 |
0 |
19 |
3 |
7 |
10 |
40 |
| Early Child Care, Maternal Labor Supply, and Gender Equality: A Randomized Controlled Trial |
0 |
1 |
10 |
13 |
8 |
20 |
29 |
33 |
| Early Child Care, Maternal Labor Supply, and Gender Equality: A Randomized Controlled Trial |
0 |
1 |
2 |
28 |
5 |
11 |
17 |
37 |
| Early Child Care, Maternal Labor Supply, and Gender Equality: A Randomized Controlled Trial |
0 |
0 |
0 |
4 |
4 |
8 |
9 |
18 |
| Early Child Care, Maternal Labor Supply, and Gender Equality:A Randomized Controlled Trial* |
0 |
0 |
3 |
3 |
7 |
16 |
21 |
21 |
| Early child care and labor supply of lower-SES mothers: A randomized controlled trial |
0 |
1 |
1 |
28 |
5 |
11 |
21 |
61 |
| Early child care, maternal labor supply, and gender equality: A randomized controlled trial |
0 |
2 |
5 |
35 |
5 |
14 |
20 |
67 |
| Education Policy: Quality and Equality of Opportunity / Políticas educativas: calidad e igualdad de oportunidades / Polítiques educatives: qualitat i igualtat d’oportunitats |
0 |
0 |
2 |
6 |
1 |
3 |
5 |
10 |
| Firm Training, Automation, and Wages: International Worker-Level Evidence |
0 |
2 |
9 |
18 |
10 |
16 |
32 |
41 |
| Government Spending Composition in a Simple Model of Schumpeterian Growth |
0 |
0 |
0 |
87 |
8 |
9 |
13 |
317 |
| Heterogeneous treatment effects in groups |
0 |
0 |
0 |
57 |
5 |
6 |
7 |
183 |
| Hidden Costs of Control in Social Groups |
0 |
0 |
0 |
60 |
3 |
7 |
8 |
80 |
| Individualism, Human Capital Formation, and Labor Market Success |
1 |
2 |
2 |
29 |
1 |
3 |
4 |
46 |
| Individualism, Human Capital Formation, and Labor Market Success |
0 |
0 |
0 |
12 |
2 |
5 |
6 |
22 |
| 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 |
0 |
1 |
6 |
6 |
9 |
13 |
| Information about Inequality in Early Child Care Reduces Polarization in Policy Preferences |
0 |
0 |
1 |
2 |
5 |
9 |
13 |
16 |
| International Emigrant Selection on Occupational Skills |
0 |
0 |
0 |
79 |
6 |
8 |
11 |
118 |
| International Emigrant Selection on Occupational Skills |
0 |
0 |
0 |
37 |
7 |
8 |
13 |
60 |
| International Emigrant Selection on Occupational Skills |
0 |
0 |
0 |
0 |
12 |
13 |
14 |
15 |
| International Emigrant Selection on Occupational Skills |
0 |
0 |
0 |
27 |
7 |
12 |
13 |
55 |
| International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
1 |
24 |
3 |
9 |
11 |
95 |
| Nachfrageorientierte Innovationspolitik |
0 |
0 |
0 |
12 |
5 |
13 |
15 |
77 |
| On Social Identity, Subjective Expectations, and the Costs of Control |
0 |
0 |
0 |
101 |
2 |
8 |
10 |
204 |
| Returns to ICT Skills |
0 |
0 |
1 |
47 |
3 |
5 |
12 |
101 |
| Returns to ICT Skills |
0 |
0 |
0 |
21 |
12 |
15 |
21 |
103 |
| Returns to ICT Skills |
0 |
0 |
0 |
63 |
9 |
11 |
14 |
321 |
| Returns to ICT skills |
0 |
0 |
0 |
40 |
6 |
12 |
15 |
125 |
| 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 |
0 |
0 |
69 |
6 |
8 |
13 |
119 |
| 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 |
| Skill Mismatch and the Costs of Job Displacement |
0 |
0 |
0 |
19 |
9 |
14 |
17 |
40 |
| Skill Mismatch and the Costs of Job Displacement |
0 |
0 |
0 |
1 |
10 |
12 |
16 |
17 |
| Skill Mismatch and the Costs of Job Displacement |
0 |
0 |
1 |
29 |
4 |
14 |
18 |
89 |
| Skill mismatch and the costs of job displacement |
0 |
2 |
2 |
51 |
3 |
11 |
15 |
79 |
| Team building and hidden costs of control |
0 |
0 |
0 |
76 |
3 |
5 |
10 |
305 |
| Technological Intensity of Government Demand and Innovation |
0 |
0 |
0 |
28 |
2 |
5 |
8 |
153 |
| Technology, outsourcing, and the demand for heterogeneous labor: Exploring the industry dimension |
0 |
0 |
1 |
38 |
3 |
4 |
7 |
122 |
| The Causal Impact of Gender Norms on Mothers' Employment Attitudes and Expectations |
0 |
1 |
11 |
11 |
5 |
7 |
13 |
13 |
| The Causal Impact of Gender Norms on Mothers' Employment Attitudes and Expectations |
0 |
0 |
0 |
1 |
3 |
5 |
11 |
17 |
| The Causal Impact of Gender Norms on Mothers’ Employment Attitudes and Expectations |
0 |
0 |
2 |
3 |
1 |
1 |
7 |
13 |
| The Causal Impact of Gender Norms on Mothers’ Employment Attitudes and Expectations |
0 |
0 |
1 |
1 |
1 |
4 |
11 |
13 |
| The Causal Impact of Gender Norms on Mothers’ Employment Attitudes and Expectations |
0 |
0 |
16 |
16 |
2 |
9 |
24 |
25 |
| The Causal Impact of Gender Norms on Mothers’ Employment Attitudes and Expectations |
0 |
0 |
3 |
10 |
6 |
9 |
16 |
31 |
| The Effects of Graduating from High School in a Recession: College Investments, Skill Formation, and Labor-Market Outcomes |
0 |
0 |
0 |
30 |
6 |
7 |
11 |
180 |
| The Impact of Government Procurement Composition on Private R&D Activities |
0 |
0 |
1 |
66 |
1 |
2 |
4 |
210 |
| The Impact of Skill Mismatch on Earnings Losses after Job Displacement |
0 |
0 |
0 |
41 |
1 |
5 |
6 |
189 |
| The Impact of Teacher Skills on Student Performance across Countries |
0 |
0 |
0 |
89 |
4 |
6 |
8 |
217 |
| 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 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 Occupational Selection of Emigrants |
0 |
0 |
0 |
27 |
5 |
10 |
10 |
33 |
| The Value of Early-Career Skills |
0 |
0 |
0 |
52 |
6 |
7 |
17 |
33 |
| The Value of Early-Career Skills |
0 |
0 |
0 |
33 |
2 |
7 |
12 |
29 |
| The Value of Early-Career Skills |
0 |
0 |
0 |
1 |
6 |
10 |
12 |
17 |
| The Value of Early-Career Skills |
0 |
0 |
0 |
12 |
5 |
10 |
14 |
23 |
| The Value of Early-Career Skills |
0 |
0 |
3 |
41 |
7 |
10 |
19 |
76 |
| The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
0 |
87 |
3 |
11 |
21 |
233 |
| The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
0 |
51 |
3 |
5 |
7 |
128 |
| The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance |
0 |
0 |
0 |
50 |
6 |
12 |
16 |
194 |
| The causal impact of gender norms on mothers' employment attitudes and expectations |
1 |
3 |
13 |
25 |
6 |
13 |
31 |
44 |
| 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 |
| Training, Automation, and Wages: International Worker-Level Evidence |
0 |
1 |
3 |
8 |
6 |
17 |
33 |
39 |
| Training, Automation, and Wages: Worker-Level Evidence |
0 |
0 |
2 |
17 |
5 |
10 |
15 |
24 |
| Understanding Gender Match Effects in Higher Education: The Role of Class Size |
0 |
1 |
3 |
4 |
6 |
10 |
22 |
28 |
| 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 |
1 |
55 |
9 |
14 |
17 |
119 |
| 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 |
| Why Is the Roy-Borjas Model Unable to Predict International Migrant Selection on Education? Evidence from Urban and Rural Mexico |
0 |
0 |
0 |
14 |
3 |
4 |
5 |
10 |
| Why Is the Roy-Borjas Model Unable to Predict International Migrant Selection on Education? Evidence from Urban and Rural Mexico |
0 |
0 |
0 |
9 |
7 |
9 |
10 |
24 |
| Why is the Roy-Borjas model unable to predict international migrant selection on education? Evidence from urban and rural Mexico |
0 |
1 |
2 |
12 |
10 |
15 |
17 |
61 |
| Total Working Papers |
4 |
33 |
137 |
3,733 |
600 |
1,058 |
1,536 |
9,266 |
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