| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| "Every Catholic Child in a Catholic School": Historical Resistance to State Schooling, Contemporary Private Competition, and Student Achievement across Countries |
0 |
0 |
1 |
112 |
5 |
6 |
8 |
369 |
| A quantitative look at the economic impact of the European Union's educational goals* |
0 |
0 |
0 |
0 |
2 |
2 |
10 |
13 |
| Age and Cognitive Skills: Use It or Lose It |
0 |
1 |
2 |
24 |
2 |
13 |
30 |
51 |
| Are U.S. students ready to compete?: The latest on each state’s international standing |
0 |
0 |
0 |
0 |
1 |
3 |
6 |
36 |
| Bessere Bildungsergebnisse durch bessere institutionelle Rahmenbedingungen des Bildungssystems |
0 |
0 |
0 |
0 |
3 |
3 |
8 |
36 |
| Better schools for Europe |
0 |
0 |
0 |
0 |
0 |
0 |
7 |
30 |
| Better schools for Europe |
0 |
0 |
0 |
14 |
2 |
2 |
9 |
89 |
| Bildung und Innovation |
0 |
0 |
0 |
0 |
2 |
3 |
9 |
32 |
| Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung |
0 |
0 |
0 |
0 |
1 |
1 |
13 |
58 |
| Bildungsressourcen, Bildungsinstitutionen und Bildungsqualität: Makroökonomische Relevanz und mikroökonomische Evidenz |
0 |
1 |
1 |
68 |
1 |
4 |
13 |
289 |
| Bildungsschlagloch |
0 |
0 |
0 |
0 |
2 |
2 |
4 |
20 |
| Broadband Infrastructure and Economic Growth |
1 |
4 |
21 |
1,010 |
15 |
42 |
125 |
3,116 |
| Broadband Infrastructure and Economic Growth |
0 |
0 |
0 |
0 |
7 |
10 |
49 |
409 |
| COVID-19 and Educational Inequality: How School Closures Affect Low- and High-Achieving Students |
0 |
0 |
1 |
57 |
3 |
5 |
19 |
132 |
| COVID-19 and Educational Inequality: How School Closures Affect Low- and High-Achieving Students |
0 |
0 |
1 |
6 |
0 |
3 |
8 |
25 |
| COVID-19 and Educational Inequality: How School Closures Affect Low- and High-Achieving Students |
0 |
0 |
0 |
20 |
0 |
5 |
12 |
114 |
| Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects |
0 |
0 |
1 |
22 |
3 |
7 |
20 |
58 |
| Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects |
0 |
0 |
1 |
35 |
4 |
7 |
12 |
84 |
| Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor-Market Prospects |
0 |
0 |
0 |
10 |
1 |
3 |
9 |
24 |
| Can Mentoring Alleviate Family Disadvantage in Adolscence? A Field Experiment to Improve Labor-Market Prospects |
0 |
1 |
1 |
25 |
2 |
5 |
21 |
89 |
| Can Online Surveys Represent the Entire Population? |
0 |
0 |
0 |
30 |
1 |
2 |
12 |
72 |
| Can Online Surveys Represent the Entire Population? |
0 |
0 |
0 |
21 |
2 |
5 |
14 |
60 |
| Can Online Surveys Represent the Entire Population? |
0 |
0 |
0 |
23 |
4 |
7 |
13 |
140 |
| Can Patience Account For Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests |
0 |
0 |
0 |
2 |
4 |
5 |
11 |
13 |
| Can Patience Account for Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests |
0 |
0 |
0 |
9 |
1 |
1 |
11 |
29 |
| Can Patience Account for Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests |
0 |
0 |
0 |
17 |
2 |
3 |
7 |
29 |
| Can Patience Account for Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests |
0 |
0 |
0 |
11 |
2 |
5 |
14 |
39 |
| Can Schools Change Religious Attitudes? Evidence from German State Reforms of Compulsory Religious Education |
0 |
0 |
6 |
19 |
5 |
10 |
59 |
91 |
| Can Schools Change Religious Attitudes? Evidence from German State Reforms of Compulsory Religious Education |
0 |
0 |
2 |
12 |
1 |
1 |
13 |
40 |
| Can Schools Change Religious Attitudes? Evidence from German State Reforms of Compulsory Religious Education |
0 |
0 |
1 |
10 |
4 |
9 |
29 |
38 |
| Can Schools Change Religious Attitudes? Evidence from German State Reforms of Compulsory Religious Education |
0 |
0 |
0 |
11 |
4 |
7 |
24 |
40 |
| Catch Me If You Can: Education and Catch-up in the Industrial Revoluti on |
0 |
0 |
0 |
92 |
3 |
3 |
6 |
292 |
| Catch Me If You Can: Education and Catch-up in the Industrial Revolution |
0 |
0 |
1 |
136 |
2 |
6 |
17 |
788 |
| Catch Me If You Can: Education and Catch-up in the Industrial Revolution |
0 |
0 |
0 |
48 |
0 |
0 |
4 |
447 |
| Central Exams Improve Educational Performance: International Evidence |
0 |
0 |
1 |
35 |
3 |
4 |
26 |
148 |
| Central Final Exams and Students’ Achievement. Individual analyses on the basis of four international tests |
0 |
0 |
0 |
0 |
1 |
1 |
3 |
35 |
| Central School Exit Exams and Labor-Market Outcomes |
0 |
0 |
0 |
50 |
3 |
7 |
28 |
172 |
| Central School Exit Exams and Labor-Market Outcomes |
0 |
0 |
1 |
35 |
3 |
3 |
20 |
203 |
| Central school exit exams and labor-market outcomes |
0 |
0 |
0 |
0 |
2 |
3 |
12 |
82 |
| Chancengleichheit im Schulsystem: Internationale deskriptive Evidenz und mögliche Bestimmungsfaktoren |
0 |
0 |
1 |
68 |
0 |
0 |
8 |
303 |
| Class-Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in TIMSS |
0 |
0 |
2 |
454 |
4 |
4 |
15 |
2,108 |
| Class-Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in TIMSS |
0 |
0 |
0 |
406 |
0 |
3 |
12 |
2,058 |
| Class-size effects in school systems around the world: Evidence from between-grade variation in TIMSS |
0 |
0 |
0 |
0 |
6 |
20 |
56 |
299 |
| Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School |
0 |
0 |
0 |
149 |
2 |
5 |
13 |
569 |
| Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School |
1 |
6 |
8 |
2,581 |
5 |
16 |
55 |
12,776 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
27 |
0 |
1 |
8 |
53 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
6 |
1 |
9 |
17 |
56 |
| Coping with Change: International Differences in the Returns to Skills |
1 |
1 |
1 |
56 |
3 |
5 |
10 |
114 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
36 |
1 |
3 |
7 |
105 |
| Coping with Change: International Differences in the Returns to Skills |
0 |
0 |
0 |
2 |
1 |
1 |
15 |
44 |
| Coping with change: International differences in returns to skills |
0 |
0 |
0 |
71 |
0 |
2 |
7 |
103 |
| Coping with change: International differences in the returns to skills |
0 |
0 |
0 |
0 |
1 |
4 |
12 |
45 |
| Countries with performance pay for teachers score higher on PISA tests |
0 |
0 |
0 |
0 |
2 |
2 |
6 |
74 |
| Covid-19 and Educational Inequality: How School Closures Affect Low- and High-Achieving Students |
0 |
0 |
0 |
60 |
2 |
3 |
21 |
202 |
| Cross-Country Evidence on Teacher Performance Pay |
0 |
0 |
3 |
205 |
2 |
4 |
17 |
592 |
| Cross-Country Evidence on Teacher Performance Pay |
0 |
0 |
0 |
37 |
3 |
6 |
18 |
220 |
| Cross-country evidence on teacher performance pay |
0 |
0 |
0 |
0 |
2 |
3 |
9 |
70 |
| Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking |
0 |
0 |
0 |
23 |
4 |
5 |
18 |
76 |
| Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking |
0 |
0 |
1 |
18 |
7 |
7 |
12 |
88 |
| Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking |
0 |
0 |
1 |
11 |
3 |
6 |
12 |
35 |
| Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking |
0 |
0 |
0 |
5 |
2 |
5 |
16 |
31 |
| Der Produktivitätsverfall der schulischen Ausbildung: Internationale Evidenz |
0 |
0 |
0 |
0 |
1 |
2 |
3 |
26 |
| Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation |
0 |
0 |
0 |
239 |
6 |
9 |
30 |
897 |
| Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation |
0 |
1 |
2 |
86 |
2 |
7 |
23 |
448 |
| Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation |
0 |
1 |
3 |
193 |
10 |
12 |
25 |
407 |
| Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation |
0 |
1 |
2 |
540 |
7 |
16 |
34 |
1,218 |
| Do Party Positions Affect the Public's Policy Preferences? |
0 |
0 |
1 |
15 |
2 |
4 |
11 |
44 |
| Do Party Positions Affect the Public\'s Policy Preferences? |
0 |
0 |
0 |
20 |
1 |
2 |
13 |
47 |
| Do Party positions affect the public's policy preferences? |
0 |
0 |
0 |
5 |
2 |
7 |
12 |
55 |
| Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation |
0 |
0 |
0 |
0 |
4 |
7 |
18 |
210 |
| Do party positions affect the public's policy preferences? Experimental evidence on support for family policies |
0 |
0 |
0 |
0 |
2 |
5 |
15 |
21 |
| Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries |
0 |
0 |
0 |
24 |
1 |
3 |
7 |
164 |
| Does Education Tracking Affect Performance and Inequality? Differences-In-Differences Evidence Across Countries |
0 |
0 |
0 |
58 |
2 |
9 |
22 |
252 |
| Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries |
0 |
0 |
3 |
366 |
2 |
7 |
25 |
1,507 |
| Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries |
0 |
0 |
1 |
447 |
2 |
4 |
14 |
1,961 |
| Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries |
0 |
0 |
0 |
129 |
4 |
11 |
20 |
907 |
| Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries |
0 |
0 |
2 |
568 |
2 |
9 |
39 |
1,880 |
| Does Ignorance of Economic Returns and Costs Explain the Educational Aspiration Gap? Evidence From Representative Survey Experiments |
0 |
0 |
0 |
73 |
1 |
4 |
13 |
92 |
| Does Ignorance of Economic Returns and Costs Explain the Educational Aspiration Gap? Evidence from Representative Survey Experiments |
0 |
0 |
0 |
35 |
1 |
3 |
8 |
62 |
| Does Ignorance of Economic Returns and Costs Explain the Educational Aspiration Gap? Evidence from Representative Survey Experiments |
0 |
0 |
0 |
46 |
2 |
4 |
16 |
77 |
| Does Ignorance of Economic Returns and Costs Explain the Educational Aspiration Gap? Evidence from Representative Survey Experiments |
0 |
0 |
0 |
35 |
4 |
4 |
6 |
76 |
| Does Innovation Cause Exports? Evidence from Exogenous Innovation Impulses and Obstacles |
0 |
1 |
2 |
219 |
1 |
3 |
10 |
624 |
| Does Innovation Cause Exports? Evidence from Exogenous Innovation Impulses and Obstacles Using German Micro Data |
0 |
0 |
1 |
368 |
3 |
8 |
19 |
968 |
| Does Parental Education Affect Fertility? Evidence from Pre-Demographic Transition Prussia |
0 |
0 |
0 |
39 |
2 |
2 |
7 |
177 |
| Does Parental Education Affect Fertility? Evidence from Pre-Demographic Transition Prussia |
0 |
0 |
0 |
114 |
1 |
2 |
5 |
262 |
| Does Parental Education Affect Fertility? Evidence from Pre-Demographic Transition Prussia |
0 |
0 |
0 |
3 |
1 |
1 |
7 |
96 |
| Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA |
0 |
0 |
1 |
1 |
3 |
4 |
15 |
137 |
| Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA |
0 |
0 |
0 |
203 |
5 |
6 |
24 |
367 |
| Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA |
0 |
0 |
0 |
60 |
2 |
4 |
9 |
248 |
| Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA |
0 |
1 |
1 |
95 |
5 |
6 |
22 |
431 |
| Does educational tracking affect performance and inequality? differences-in-differences evidence across countries |
0 |
0 |
0 |
0 |
3 |
4 |
22 |
145 |
| Does innovation cause exports? Evidence from exogenous innovation impulses and obstacles using German micro data |
0 |
0 |
0 |
0 |
1 |
4 |
10 |
88 |
| Does school autonomy make sense everywhere? Panel estimates from PISA |
0 |
0 |
0 |
0 |
4 |
6 |
13 |
116 |
| Does womens education affect fertility? Evidence from pre-demographic transition Prussia |
0 |
0 |
0 |
0 |
1 |
4 |
9 |
129 |
| Dualism and Cross-Country Growth Regressions |
0 |
0 |
0 |
125 |
3 |
3 |
15 |
473 |
| Dualism and Cross-Country Growth Regressions |
0 |
0 |
0 |
113 |
1 |
1 |
9 |
512 |
| Dualism and cross-country growth regressions |
0 |
0 |
0 |
245 |
4 |
5 |
15 |
783 |
| Dualism and cross-country growth regressions |
0 |
0 |
0 |
72 |
2 |
5 |
14 |
396 |
| Dualism and cross-country growth regressions |
0 |
0 |
0 |
0 |
0 |
2 |
11 |
174 |
| Earnings Information and Public Preferences for University Tuition: Evidence from Representative Experiments |
0 |
0 |
0 |
6 |
5 |
6 |
16 |
33 |
| Earnings Information and Public Preferences for University Tuition: Evidence from Representative Experiments |
0 |
0 |
0 |
3 |
2 |
2 |
14 |
19 |
| Earnings Information and Public Preferences for University Tuition: Evidence from Representative Experiments |
0 |
0 |
1 |
10 |
3 |
4 |
10 |
29 |
| Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide |
0 |
1 |
10 |
498 |
3 |
6 |
31 |
986 |
| Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide |
0 |
0 |
3 |
198 |
3 |
5 |
17 |
749 |
| Econometric methods for causal evaluation of education policies and practices: A non-technical guide |
0 |
0 |
0 |
0 |
3 |
5 |
14 |
137 |
| Economic Gains for U.S. States from Educational Reform |
0 |
0 |
1 |
48 |
3 |
3 |
18 |
113 |
| Economic Gains for U.S. States from Educational Reform |
0 |
0 |
0 |
5 |
2 |
5 |
9 |
77 |
| Economic Gains for U.S. States from Educational Reform |
0 |
0 |
1 |
80 |
2 |
8 |
19 |
77 |
| Economic Gains for U.S. States from Educational Reform |
0 |
0 |
0 |
29 |
2 |
5 |
11 |
61 |
| Economic Gains from Educational Reform by US States |
0 |
0 |
0 |
0 |
0 |
1 |
10 |
62 |
| Editorial |
0 |
0 |
0 |
0 |
1 |
3 |
7 |
36 |
| Education Policy and Equality of Opportunity |
0 |
2 |
4 |
551 |
0 |
4 |
18 |
1,885 |
| Education Policy and Equality of Opportunity |
0 |
0 |
0 |
433 |
0 |
4 |
19 |
2,006 |
| Education Policy: Quality and Equality of Opportunity / Políticas educativas: calidad e igualdad de oportunidades / Polítiques educatives: qualitat i igualtat d’oportunitats |
0 |
1 |
2 |
7 |
0 |
1 |
5 |
11 |
| Education Promoted Secularization |
0 |
0 |
0 |
24 |
1 |
7 |
10 |
132 |
| Education Promoted Secularization |
0 |
0 |
0 |
73 |
1 |
1 |
6 |
65 |
| Education Promoted Secularization |
0 |
0 |
0 |
44 |
0 |
8 |
18 |
92 |
| Education Promoted Secularization |
0 |
0 |
0 |
102 |
2 |
2 |
8 |
86 |
| Education Promoted Secularization |
0 |
0 |
0 |
16 |
1 |
3 |
8 |
101 |
| Education and catch-up in the industrial revolution |
0 |
0 |
0 |
0 |
2 |
6 |
11 |
262 |
| Education and economic growth: It’s not just going to school, but learning something while there that matters |
0 |
0 |
0 |
0 |
6 |
7 |
18 |
422 |
| Education and religious participation |
0 |
0 |
0 |
0 |
1 |
8 |
19 |
43 |
| Education finance in Germany from a lifecycle perspective: An efficiency-equity trade-off? [Die bildungsfinanzierung in Deutschland im licht der lebenszyklusperspektive: Gerechtigkeit im widerstreit mit effizienz?] |
0 |
0 |
0 |
0 |
0 |
0 |
4 |
34 |
| Education policy and equality of opportunity |
0 |
0 |
0 |
0 |
1 |
8 |
13 |
177 |
| Educational Inequality and Public Policy Preferences: Evidence From Representative Survey Experiments |
0 |
0 |
0 |
17 |
5 |
8 |
17 |
65 |
| Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments |
0 |
0 |
0 |
24 |
3 |
4 |
20 |
70 |
| Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments |
0 |
0 |
2 |
11 |
4 |
5 |
17 |
53 |
| Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments |
0 |
1 |
1 |
15 |
4 |
8 |
20 |
95 |
| Educational Production in East Asia: The Impact of Family Background and Schooling Policies on Student Performance |
0 |
0 |
0 |
285 |
3 |
5 |
31 |
1,316 |
| Educational Production in East Asia: The Impact of Family Background and Schooling Policies on Student Performance |
0 |
0 |
0 |
222 |
0 |
1 |
12 |
748 |
| Educational inequality and public policy preferences: Evidence from representative survey experiments |
0 |
0 |
0 |
0 |
3 |
9 |
18 |
35 |
| Educational production in East Asia: The impact of family background and schooling policies on student performance |
0 |
0 |
0 |
0 |
5 |
6 |
17 |
59 |
| Educational production in Europe |
0 |
0 |
0 |
0 |
0 |
4 |
11 |
65 |
| Effects of Adult Education Vouchers on the Labor Market: Evidence from a Randomized Field Experiment |
0 |
0 |
0 |
82 |
4 |
5 |
9 |
472 |
| Effects of Adult Education Vouchers on the Labor Market: Evidence from a Randomized Field Experiment |
0 |
0 |
1 |
38 |
4 |
5 |
9 |
201 |
| Efficiency and Equity of European Education and Training Policies |
0 |
0 |
0 |
516 |
6 |
9 |
18 |
1,451 |
| Efficiency and equity of European education and training policies |
0 |
0 |
0 |
0 |
0 |
0 |
12 |
93 |
| Erscheinungsformen regionaler Integrationsabkommen im weltwirtschaftlichen Ordnungsrahmen: Defizite und Dynamik |
0 |
0 |
0 |
6 |
1 |
2 |
8 |
59 |
| European "Education Production Functions": What Makes A Difference For Student Achievement In Europe? |
0 |
0 |
0 |
307 |
1 |
3 |
13 |
583 |
| European education production functions: what makes a difference for student achievement in Europe? |
0 |
1 |
1 |
81 |
0 |
4 |
11 |
321 |
| Facing the life-cycle trade-off between vocational and general education in apprenticeship systems: An economics-of-education perspective |
0 |
0 |
0 |
0 |
0 |
1 |
7 |
15 |
| Families, schools and primary-school learning: Evidence for Argentina and Colombia in an international perspective |
0 |
0 |
0 |
0 |
2 |
4 |
12 |
70 |
| Families, schools, and primary-school learning: evidence for Argentina and Colombia in an international perspective |
0 |
0 |
0 |
294 |
13 |
26 |
36 |
1,814 |
| Family background, schooling resources, and institutional features: What determines student performance in East Asian countries? |
0 |
0 |
0 |
41 |
3 |
3 |
6 |
120 |
| Family background, schooling resources, and institutional features: What determines student performance in East Asian countries? |
0 |
0 |
0 |
0 |
2 |
3 |
7 |
43 |
| Folgekosten unzureichender Bildung durch entgangenes Wirtschaftswachstum |
0 |
0 |
0 |
0 |
2 |
2 |
7 |
34 |
| Frühkindliche Bildung und spätere kognitive und nicht-kognitive Fähigkeiten: Deutsche und internationale Evidenz |
0 |
1 |
3 |
142 |
3 |
6 |
12 |
826 |
| Fundamental Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries |
0 |
0 |
0 |
282 |
4 |
5 |
24 |
821 |
| Fundamental Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries |
0 |
0 |
1 |
84 |
3 |
4 |
17 |
403 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
0 |
91 |
1 |
3 |
21 |
214 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
0 |
27 |
3 |
4 |
19 |
151 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
1 |
2 |
94 |
1 |
4 |
19 |
210 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
0 |
318 |
5 |
8 |
18 |
702 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
0 |
1 |
389 |
2 |
4 |
20 |
1,393 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle |
0 |
2 |
2 |
127 |
3 |
8 |
20 |
392 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle |
0 |
0 |
0 |
0 |
0 |
11 |
24 |
194 |
| Global Universal Basic Skills: Current Deficits and Implications for World Development |
0 |
0 |
0 |
12 |
4 |
6 |
19 |
57 |
| Global Universal Basic Skills: Current Deficits and Implications for World Development |
0 |
0 |
1 |
3 |
0 |
0 |
14 |
27 |
| Global Universal Basic Skills: Current Deficits and Implications for World Development |
0 |
0 |
0 |
1 |
2 |
3 |
32 |
43 |
| Global Universal Basic Skills: Current Deficits and Implications for World Development |
0 |
0 |
0 |
1 |
2 |
4 |
8 |
16 |
| Global Universal Basic Skills: Current Deficits and Implications for World Development |
0 |
0 |
2 |
5 |
1 |
4 |
10 |
39 |
| Growing Up in Ethnic Enclaves: Language Proficiency and Educational Attainment of Immigrant Children |
0 |
0 |
0 |
14 |
7 |
13 |
27 |
77 |
| Growing Up in Ethnic Enclaves: Language Proficiency and Educational Attainment of Immigrant Children |
0 |
0 |
0 |
14 |
3 |
3 |
11 |
63 |
| Growing up in Ethnic Enclaves: Language Proficiency and Educational Attainment of Immigrant Children |
0 |
0 |
0 |
19 |
1 |
5 |
25 |
74 |
| Growing up in Ethnic Enclaves: Language Proficiency and Educational Attainment of Immigrant Children |
0 |
0 |
0 |
7 |
2 |
5 |
16 |
51 |
| Growing up in Ethnic Enclaves: Language Proficiency and Educational Attainment of Immigrant Children |
0 |
0 |
0 |
40 |
1 |
5 |
24 |
98 |
| Growing up in Ethnic Enclaves: Language Proficiency and Educational Attainment of Immigrant Children |
0 |
0 |
1 |
19 |
6 |
11 |
24 |
158 |
| Growing up in Ethnic Enclaves: Language Proficiency and Educational Attainment of Immigrant Children |
0 |
0 |
0 |
59 |
3 |
6 |
11 |
106 |
| How Does East Asia Achieve Its High Educational Performance? |
0 |
0 |
0 |
238 |
2 |
5 |
9 |
472 |
| How Equal Are Educational Opportunities? Family Background and Student Achievement in Europe and the United States |
0 |
0 |
0 |
566 |
0 |
2 |
14 |
2,270 |
| How Equal Are Educational Opportunities? Family Background and Student Achievement in Europe and the United States |
0 |
0 |
0 |
363 |
1 |
1 |
12 |
1,076 |
| How Information Affects Support for Education Spending: Evidence from Survey Experiments in Germany and the United States |
0 |
0 |
0 |
22 |
3 |
6 |
12 |
64 |
| How Information Affects Support for Education Spending: Evidence from Survey Experiments in Germany and the United States |
0 |
0 |
0 |
23 |
1 |
2 |
12 |
77 |
| How Information Affects Support for Education Spending: Evidence from Survey Experiments in Germany and the United States |
0 |
0 |
1 |
17 |
3 |
3 |
9 |
43 |
| How Information Affects Support for Education Spending: Evidence from Survey Experiments in Germany and the United States |
0 |
0 |
0 |
11 |
2 |
4 |
7 |
80 |
| How Much Do Educational Outcomes Matter in OECD Countries? |
0 |
0 |
0 |
284 |
2 |
3 |
23 |
559 |
| How Much Do Educational Outcomes Matter in OECD Countries? |
0 |
0 |
1 |
116 |
4 |
5 |
16 |
216 |
| How information affects support for education spending: Evidence from survey experiments in Germany and the United States |
0 |
0 |
0 |
0 |
2 |
5 |
17 |
46 |
| How much do Educational Outcomes Matter in OECD Countries? |
0 |
0 |
0 |
109 |
0 |
1 |
13 |
306 |
| How much do educational outcomes matter in OECD countries? |
0 |
0 |
0 |
0 |
3 |
6 |
10 |
77 |
| Human Capital Quality and Aggregate Income Differences: Development Accounting for U.S. States |
1 |
1 |
4 |
54 |
3 |
3 |
18 |
109 |
| Human Capital Quality and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
0 |
20 |
3 |
4 |
16 |
119 |
| Human Capital Quality and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
0 |
62 |
2 |
6 |
16 |
108 |
| Incentives, Search Engines, and the Elicitation of Subjective Beliefs: Evidence From Representative Online Survey Experiments |
0 |
1 |
1 |
23 |
3 |
7 |
21 |
72 |
| Incentives, Search Engines, and the Elicitation of Subjective Beliefs: Evidence from Representative Online Survey Experiments |
0 |
0 |
0 |
34 |
3 |
3 |
14 |
59 |
| Incentives, search engines, and the elicitation of subjective beliefs: evidence from representative online survey experiments |
0 |
0 |
0 |
21 |
5 |
7 |
11 |
63 |
| Income Contingency and the Electorate's Support for Tuition |
0 |
1 |
1 |
7 |
0 |
3 |
7 |
14 |
| Income Contingency and the Electorate's Support for Tuition |
0 |
0 |
0 |
0 |
3 |
8 |
15 |
15 |
| Income Contingency and the Electorate's Support for Tuition |
0 |
0 |
0 |
0 |
1 |
4 |
11 |
11 |
| Income Contingency and the Electorate's Support for Tuition |
0 |
0 |
0 |
6 |
3 |
11 |
18 |
28 |
| Income Contingency and the Electorate's Support for Tuition |
0 |
0 |
0 |
0 |
3 |
11 |
24 |
33 |
| Income Contingency and the Electorates Support for Tuition |
0 |
0 |
0 |
3 |
0 |
4 |
20 |
24 |
| Income Contingency and the Electorate’s Support for Tuition |
0 |
0 |
0 |
6 |
2 |
4 |
10 |
29 |
| Information Provision and Preferences for Education Spending: Evidence from Representative Survey Experiments in Three Countries |
0 |
0 |
0 |
22 |
3 |
3 |
15 |
47 |
| Information Provision and Preferences for Education Spending: Evidence from Representative Survey Experiments in Three Countries |
0 |
0 |
0 |
16 |
5 |
8 |
17 |
60 |
| Information Provision and Preferences for Education Spending: Evidence from Representative Survey Experiments in Three Countries |
0 |
0 |
0 |
6 |
6 |
6 |
17 |
40 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
0 |
57 |
3 |
4 |
14 |
81 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
0 |
35 |
1 |
5 |
10 |
44 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
0 |
30 |
3 |
4 |
10 |
65 |
| Information and Preferences for Public Spending: Evidence from Representative Survey Experiments |
0 |
0 |
1 |
15 |
2 |
3 |
10 |
70 |
| Information provision and preferences for education spending: Evidence from representative survey experiments in three countries |
0 |
0 |
0 |
14 |
0 |
0 |
6 |
27 |
| Information provision and preferences for education spending: Evidence from representative survey experiments in three countries |
0 |
0 |
0 |
9 |
3 |
3 |
5 |
24 |
| Information provision and preferences for education spending: Evidence from representative survey experiments in three countries |
0 |
0 |
0 |
0 |
2 |
3 |
9 |
12 |
| Institutional Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries |
0 |
0 |
0 |
0 |
2 |
7 |
23 |
132 |
| Institutional Effects in a Simple Model of Educational Production |
0 |
0 |
0 |
203 |
1 |
3 |
16 |
638 |
| Institutional Effects in a Simple Model of Educational Production |
0 |
0 |
0 |
197 |
3 |
3 |
11 |
477 |
| Institutional Effects in a Simple Model of Educational Production |
0 |
0 |
0 |
262 |
5 |
6 |
13 |
855 |
| Institutional effects in a simple model of educational production |
0 |
0 |
0 |
0 |
4 |
5 |
13 |
67 |
| International evidence on school competition, autonomy, and accountability: A review |
0 |
0 |
0 |
0 |
2 |
3 |
7 |
88 |
| International evidence on school tracking: A review |
0 |
0 |
0 |
0 |
4 |
4 |
11 |
98 |
| Is Seeing Believing? How Americans and Germans Think about their Schools |
0 |
0 |
0 |
18 |
4 |
6 |
13 |
117 |
| Is the U.S. catching up?: International and state trends in student achievement |
0 |
0 |
0 |
0 |
2 |
2 |
5 |
47 |
| Knocking on Heaven's Door? Protestantism and Suicide |
0 |
0 |
1 |
55 |
2 |
6 |
22 |
624 |
| Knocking on Heaven's Door? Protestantism and Suicide |
0 |
0 |
0 |
86 |
1 |
1 |
7 |
319 |
| Knocking on Heaven?s Door? Protestantism and Suicide |
0 |
0 |
0 |
17 |
2 |
2 |
9 |
128 |
| Knocking on Heaven’s Door? Protestantism and Suicide |
0 |
0 |
0 |
7 |
3 |
4 |
10 |
54 |
| Knocking on Heaven’s Door? Protestantism and Suicide |
0 |
0 |
0 |
149 |
1 |
2 |
13 |
236 |
| Knowledge Capital and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
0 |
54 |
0 |
3 |
16 |
67 |
| Knowledge Capital and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
0 |
56 |
2 |
5 |
16 |
169 |
| Knowledge Capital and Aggregate Income Differences: Development Accounting for U.S. States |
0 |
0 |
0 |
123 |
2 |
7 |
15 |
215 |
| Knowledge Capital and Aggregate Income Differences: Development Accounting for US States\ |
0 |
0 |
0 |
0 |
1 |
1 |
9 |
62 |
| Knowledge capital, growth, and the East Asian miracle Access to schools achieves only so much if quality is poor |
0 |
0 |
0 |
0 |
2 |
2 |
13 |
85 |
| Labor Market Effects of Adult Education Vouchers: Evidence from a Randomized Field Experiment |
0 |
0 |
0 |
61 |
4 |
6 |
19 |
209 |
| Long-Run Trends in the U.S. SES-Achievement Gap |
0 |
1 |
2 |
32 |
1 |
2 |
8 |
75 |
| Long-Run Trends in the U.S. SES-Achievement Gap |
0 |
2 |
2 |
40 |
0 |
5 |
11 |
49 |
| Long-run Trends in the U.S. SES-Achievement Gap |
0 |
0 |
0 |
46 |
3 |
6 |
8 |
170 |
| Long-run Trends in the U.S. SES-Achievement Gap |
1 |
2 |
5 |
37 |
1 |
2 |
10 |
72 |
| Luther and the Girls: Religious Denomination and the Female Education Gap in 19th Century Prussia |
0 |
1 |
3 |
62 |
4 |
12 |
30 |
290 |
| Luther and the Girls: Religious Denomination and the Female Education Gap in 19th Century Prussia |
0 |
0 |
1 |
63 |
0 |
2 |
19 |
257 |
| Luther and the Girls: Religious Denomination and the Female Education Gap in 19th Century Prussia |
0 |
0 |
0 |
52 |
4 |
16 |
40 |
365 |
| Luther and the girls: Religious denomination and the female education gap in nineteenth-century Prussia |
0 |
0 |
0 |
0 |
1 |
3 |
16 |
70 |
| Multidimensional Skills on LinkedIn Profiles: Measuring Human Capital and the Gender Skill Gap |
0 |
0 |
1 |
1 |
4 |
4 |
15 |
15 |
| Multidimensional Skills on LinkedIn Profiles: Measuring Human Capital and the Gender Skill Gap |
1 |
4 |
24 |
40 |
6 |
18 |
94 |
129 |
| Multidimensional Skills on LinkedIn Profiles: Measuring Human Capital and the Gender Skill Gap |
0 |
0 |
5 |
5 |
3 |
9 |
35 |
35 |
| Multidimensional Skills on LinkedIn Profiles: Measuring Human Capital and the Gender Skill Gap |
0 |
0 |
15 |
15 |
9 |
13 |
38 |
38 |
| Multidimensional Skills on LinkedIn Profiles: Measuring Human Capital and the Gender Skill Gap |
0 |
0 |
0 |
0 |
1 |
1 |
11 |
11 |
| Multidimensional Skills on LinkedIn Profiles: Measuring Human Capital and the Gender Skill Gap |
0 |
2 |
17 |
17 |
2 |
11 |
45 |
45 |
| New Evidence on the Missing Resource-Performance Link in Education |
0 |
0 |
1 |
196 |
5 |
7 |
14 |
846 |
| New empirical analysis in the economics of education |
0 |
0 |
0 |
0 |
1 |
3 |
9 |
37 |
| Not the Opium of the People: Income and Secularization in a Panel of Prussian Counties |
0 |
0 |
0 |
32 |
3 |
4 |
12 |
135 |
| Not the Opium of the People: Income and Secularization in a Panel of Prussian Counties |
0 |
0 |
0 |
3 |
0 |
3 |
8 |
45 |
| Not the Opium of the People: Income and Secularization in a Panel of Prussian Counties |
1 |
2 |
2 |
17 |
3 |
5 |
12 |
77 |
| Not the Opium of the People: Income and Secularization in a Panel of Prussian Counties |
0 |
0 |
0 |
69 |
1 |
1 |
5 |
120 |
| Not the Opium of the People: Income and Secularization in a Panel of Prussian Counties |
0 |
1 |
1 |
36 |
2 |
5 |
14 |
52 |
| Not the Opium of the People: Income and Secularization in a Panel of Prussian Counties |
0 |
0 |
0 |
25 |
0 |
1 |
10 |
68 |
| Not the opium of the people: Income and secularization in a panel of prussian counties |
0 |
0 |
0 |
0 |
1 |
4 |
14 |
51 |
| Out-of-School Learning: Subtitling vs. Dubbing and the Acquisition of Foreign-Language Skills |
0 |
0 |
2 |
2 |
1 |
2 |
15 |
15 |
| Out-of-School Learning: Subtitling vs. Dubbing and the Acquisition of Foreign-Language Skills |
0 |
0 |
4 |
4 |
9 |
15 |
35 |
35 |
| Out-of-School Learning: Subtitling vs. Dubbing and the Acquisition of Foreign-Language Skills |
0 |
0 |
0 |
0 |
2 |
4 |
12 |
12 |
| Out-of-School Learning: Subtitling vs. Dubbing and the Acquisition of Foreign-Language Skills |
0 |
0 |
0 |
0 |
2 |
2 |
19 |
19 |
| Out-of-School Learning: Subtitling vs. Dubbing and the Acquisition of Foreign-Language Skills |
0 |
0 |
8 |
8 |
2 |
6 |
28 |
28 |
| Out-of-School Learning: Subtitling vs. Dubbing and the Acquisition of Foreign-Language Skills |
0 |
0 |
8 |
8 |
1 |
3 |
21 |
21 |
| Overview of the symposium on performance pay for teachers |
0 |
0 |
0 |
0 |
2 |
2 |
3 |
47 |
| Patience and Subnational Differences in Human Capital: Regional Analysis with Facebook Interests |
0 |
0 |
0 |
1 |
0 |
3 |
14 |
14 |
| Patience and Subnational Differences in Human Capital: Regional Analysis with Facebook Interests |
0 |
1 |
3 |
6 |
4 |
9 |
22 |
27 |
| Public Opinion on Education Policy in Germany |
0 |
0 |
0 |
39 |
3 |
4 |
7 |
80 |
| Public Opinion on Education Policy in Germany |
0 |
0 |
0 |
34 |
2 |
4 |
17 |
111 |
| Public opinion and the political economy of educational reforms: A survey |
0 |
0 |
0 |
0 |
1 |
2 |
7 |
30 |
| Public-Private Partnership and Schooling Outcomes across Countries |
0 |
0 |
1 |
323 |
6 |
10 |
22 |
880 |
| Religion and Growth |
0 |
0 |
0 |
13 |
3 |
6 |
22 |
45 |
| Religion and Growth |
0 |
0 |
0 |
16 |
3 |
9 |
17 |
55 |
| Religion and Growth |
0 |
0 |
0 |
2 |
1 |
2 |
15 |
20 |
| Religion and Growth |
0 |
0 |
2 |
14 |
2 |
24 |
56 |
91 |
| Religion and Growth |
0 |
0 |
2 |
37 |
1 |
6 |
19 |
59 |
| Religion and Growth |
1 |
1 |
1 |
18 |
7 |
15 |
29 |
62 |
| Religion and Growth |
0 |
0 |
1 |
4 |
2 |
4 |
19 |
36 |
| Religion and Growth |
0 |
0 |
1 |
23 |
3 |
6 |
23 |
42 |
| Religion and Growth |
0 |
0 |
0 |
13 |
1 |
9 |
23 |
42 |
| Religion and Growth |
0 |
0 |
3 |
40 |
3 |
8 |
25 |
57 |
| Religion in Economic History: A Survey |
0 |
0 |
1 |
81 |
1 |
4 |
15 |
72 |
| Religion in Economic History: A Survey |
0 |
1 |
3 |
120 |
3 |
8 |
37 |
221 |
| Religion in Economic History: A Survey |
0 |
0 |
4 |
116 |
4 |
5 |
24 |
115 |
| Religion in Economic History: A Survey |
0 |
0 |
2 |
80 |
3 |
15 |
34 |
127 |
| Religion in Economic History: A Survey |
0 |
1 |
6 |
93 |
5 |
17 |
46 |
179 |
| Religion in Economic History: A Survey |
0 |
0 |
2 |
85 |
5 |
9 |
22 |
86 |
| Returns to Skills Around the World: Evidence From PIAAC |
0 |
1 |
1 |
72 |
2 |
7 |
13 |
112 |
| Returns to Skills Around the World: Evidence from PIAAC |
0 |
0 |
1 |
85 |
2 |
4 |
16 |
257 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
69 |
2 |
6 |
17 |
125 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
1 |
137 |
4 |
6 |
24 |
153 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
0 |
365 |
3 |
5 |
14 |
747 |
| Returns to Skills around the World: Evidence from PIAAC |
0 |
0 |
1 |
64 |
3 |
5 |
12 |
234 |
| Returns to education in Europe |
0 |
0 |
0 |
0 |
3 |
3 |
8 |
31 |
| Sample Selectivity and the Validity of International Student Achievement Tests in Economic Research |
0 |
0 |
0 |
30 |
1 |
1 |
5 |
189 |
| Sample Selectivity and the Validity of International Student Achievement Tests in Economic Research |
0 |
0 |
0 |
92 |
1 |
8 |
18 |
276 |
| Sample Selectivity and the Validity of International Student Achievement Tests in Economic Research |
0 |
0 |
0 |
44 |
4 |
6 |
13 |
134 |
| Sample selectivity and the validity of international student achievement tests in economic research |
0 |
0 |
0 |
0 |
3 |
3 |
13 |
41 |
| School Competition and Students' Entrepreneurial Intentions: International Evidence Using Historical Catholic Roots of Private Schooling |
0 |
1 |
1 |
27 |
4 |
5 |
8 |
226 |
| School Competition and Students' Entrepreneurial Intentions: International Evidence Using Historical Catholic Roots of Private Schooling |
0 |
0 |
0 |
95 |
0 |
2 |
8 |
246 |
| School choice international |
0 |
0 |
0 |
0 |
2 |
2 |
5 |
36 |
| School competition and students’ entrepreneurial intentions: International evidence using historical Catholic roots of private schooling |
0 |
0 |
0 |
0 |
2 |
3 |
8 |
67 |
| Schooling Quality in Eastern Europe: Educational Production During Transition |
0 |
0 |
0 |
127 |
4 |
5 |
13 |
594 |
| Schooling Quality in Eastern Europe: Educational Production During Transition |
0 |
0 |
0 |
139 |
5 |
7 |
18 |
599 |
| Schooling Resources, Educational Institutions, and Student Performance: The International Evidence |
0 |
0 |
1 |
662 |
2 |
3 |
16 |
2,156 |
| Schooling quality in eastern Europe: Educational production during transition |
0 |
0 |
0 |
0 |
1 |
3 |
9 |
65 |
| Schooling quality in eastern Europe: educational production during transition |
0 |
0 |
0 |
1 |
2 |
21 |
46 |
64 |
| Schooling resources, educational institutions and student performance: The international evidence |
0 |
0 |
0 |
0 |
0 |
2 |
6 |
162 |
| Schooling, Cognitive Skills, and the Latin American Growth Puzzle |
0 |
0 |
0 |
67 |
4 |
7 |
12 |
231 |
| Schooling, Cognitive Skills, and the Latin American Growth Puzzle |
0 |
0 |
1 |
216 |
2 |
9 |
23 |
522 |
| Schooling, Cognitive Skills, and the Latin American Growth Puzzle |
0 |
0 |
0 |
68 |
4 |
5 |
11 |
179 |
| Schooling, educational achievement, and the Latin American growth puzzle |
0 |
0 |
0 |
0 |
0 |
1 |
13 |
205 |
| Second thoughts on development accounting |
0 |
0 |
0 |
15 |
1 |
3 |
6 |
126 |
| Second thoughts on development accounting |
0 |
0 |
0 |
0 |
3 |
6 |
7 |
45 |
| Skills and Earnings: A Multidimensional Perspective on Human Capital |
0 |
0 |
0 |
8 |
2 |
6 |
22 |
30 |
| Skills and Earnings: A Multidimensional Perspective on Human Capital |
0 |
0 |
1 |
13 |
5 |
7 |
27 |
41 |
| Skills and Earnings: A Multidimensional Perspective on Human Capital |
0 |
0 |
2 |
10 |
3 |
10 |
35 |
48 |
| Skills and Earnings: A Multidimensional Perspective on Human Capital |
0 |
0 |
1 |
11 |
0 |
1 |
21 |
39 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
0 |
51 |
1 |
3 |
13 |
76 |
| Skills, Signals, and Employability: An Experimental Investigation |
1 |
2 |
2 |
136 |
4 |
7 |
15 |
133 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
1 |
45 |
2 |
16 |
26 |
129 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
1 |
68 |
5 |
8 |
21 |
99 |
| Skills, Signals, and Employability: An Experimental Investigation |
0 |
0 |
0 |
0 |
1 |
3 |
12 |
14 |
| Skills, signals, and employability: An experimental investigation |
0 |
0 |
0 |
0 |
5 |
7 |
11 |
25 |
| Social Cohesion, Religious Beliefs, and the Effect of Protestantism on Suicide |
0 |
0 |
0 |
87 |
5 |
9 |
16 |
407 |
| Social Cohesion, Religious Beliefs, and the Effect of Protestantism on Suicide |
0 |
0 |
0 |
0 |
2 |
4 |
12 |
34 |
| Specifying Human Capital: A Review, Some Extensions, and Development Effects |
0 |
0 |
1 |
617 |
3 |
5 |
18 |
1,759 |
| Specifying human capital |
0 |
0 |
0 |
0 |
1 |
3 |
14 |
181 |
| Surfing Alone? The Internet and Social Capital: Evidence from an Unforeseeable Technological Mistake |
0 |
0 |
0 |
89 |
3 |
8 |
18 |
646 |
| Surfing Alone? The Internet and Social Capital: Evidence from an Unforeseeable Technological Mistake |
0 |
0 |
1 |
165 |
1 |
3 |
19 |
447 |
| Surfing Alone? The Internet and Social Capital: Evidence from an Unforeseen Technological Mistake |
0 |
0 |
0 |
109 |
2 |
2 |
10 |
227 |
| Teaching math to the talented |
0 |
0 |
0 |
0 |
3 |
3 |
10 |
75 |
| Testing |
0 |
0 |
0 |
24 |
2 |
4 |
10 |
39 |
| Testing |
0 |
0 |
0 |
11 |
2 |
3 |
13 |
54 |
| Testing |
0 |
0 |
0 |
31 |
2 |
4 |
20 |
100 |
| Testing |
0 |
0 |
2 |
27 |
0 |
0 |
12 |
52 |
| Testing |
0 |
0 |
0 |
22 |
1 |
3 |
10 |
63 |
| The Economics of International Differences in Educational Achievement |
0 |
0 |
2 |
210 |
7 |
8 |
22 |
464 |
| The Economics of International Differences in Educational Achievement |
0 |
1 |
3 |
154 |
5 |
8 |
22 |
486 |
| The Economics of International Differences in Educational Achievement |
0 |
0 |
0 |
63 |
12 |
12 |
20 |
374 |
| The Economics of International Differences in Educational Achievement |
0 |
1 |
2 |
384 |
9 |
25 |
69 |
911 |
| The Effect Heterogeneity of Central Exams: Evidence from TIMSS, TIMSS-Repeat and PISA |
0 |
1 |
1 |
264 |
3 |
4 |
9 |
686 |
| The Effect of Investment in Children's Education on Fertility in 1816 Prussia |
0 |
0 |
0 |
64 |
1 |
5 |
16 |
278 |
| The Effect of Protestantism on Education before the Industrialization: Evidence from 1816 Prussia |
0 |
0 |
0 |
167 |
3 |
24 |
39 |
489 |
| The Effect of Protestantism on Education before the Industrialization: Evidence from 1816 Prussia |
0 |
0 |
5 |
126 |
10 |
22 |
58 |
774 |
| The Empire Is Dead, Long Live the Empire! Long-Run Persistence of Trust and Corruption in the Bureaucracy |
0 |
0 |
7 |
637 |
4 |
11 |
37 |
2,246 |
| The Empire Is Dead, Long Live the Empire! Long-Run Persistence of Trust and Corruption in the Bureaucracy |
0 |
0 |
0 |
29 |
0 |
4 |
17 |
177 |
| The Empire Is Dead, Long Live the Empire! Long-Run Persistence of Trust and Corruption in the Bureaucracy |
0 |
0 |
0 |
189 |
1 |
2 |
6 |
337 |
| The Empire Is Dead, Long Live the Empire! Long-Run Persistence of Trust and Corruption in the Bureaucracy |
0 |
0 |
0 |
0 |
0 |
0 |
10 |
111 |
| The Empire is Dead, Long Live the Empire! Long-Run Persistence of Trust and Corruption in the Bureaucracy |
0 |
0 |
0 |
141 |
3 |
41 |
90 |
663 |
| The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation |
0 |
1 |
2 |
217 |
5 |
11 |
25 |
1,653 |
| The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation |
0 |
0 |
0 |
238 |
0 |
1 |
16 |
873 |
| The Importance of School Systems |
0 |
0 |
0 |
0 |
2 |
4 |
7 |
59 |
| The Importance of School Systems: Evidence from International Differences in Student Achievement |
0 |
0 |
0 |
49 |
4 |
7 |
13 |
87 |
| The Importance of School Systems: Evidence from International Differences in Student Achievement |
0 |
0 |
0 |
53 |
4 |
7 |
28 |
223 |
| The Importance of School Systems: Evidence from International Differences in Student Achievement |
0 |
0 |
2 |
108 |
8 |
11 |
30 |
130 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
38 |
2 |
3 |
12 |
83 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
15 |
2 |
3 |
9 |
56 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
18 |
2 |
6 |
16 |
96 |
| The Information Value of Central School Exams |
0 |
0 |
0 |
41 |
1 |
1 |
7 |
89 |
| The Legacy of COVID-19 in Education |
0 |
0 |
0 |
12 |
5 |
10 |
34 |
74 |
| The Legacy of COVID-19 in Education |
0 |
0 |
0 |
4 |
0 |
3 |
9 |
23 |
| The Legacy of Covid-19 in Education |
0 |
1 |
3 |
18 |
1 |
4 |
13 |
69 |
| The Legacy of Covid-19 in Education |
0 |
0 |
0 |
6 |
5 |
8 |
27 |
66 |
| The Political Economy of Higher Education Finance: How Information and Design Affect Public Preferences for Tuition |
0 |
0 |
0 |
35 |
3 |
5 |
10 |
74 |
| The Political Economy of Higher Education Finance: How Information and Design Affect Public Preferences for Tuition |
0 |
0 |
0 |
20 |
0 |
2 |
9 |
42 |
| The Political Economy of Higher Education Finance: How Information and Design Affect Public Preferences for Tuition |
0 |
0 |
0 |
13 |
5 |
13 |
20 |
90 |
| The Political Economy of University Tuition Fees: Information Provision and Income Contingency in Representative Survey Experiments |
0 |
0 |
0 |
0 |
3 |
3 |
8 |
54 |
| The Role of Cognitive Skills in Economic Development |
0 |
1 |
2 |
299 |
8 |
18 |
47 |
1,168 |
| The Role of School Improvement in Economic Development |
0 |
0 |
0 |
399 |
0 |
1 |
15 |
1,141 |
| The Role of School Improvement in Economic Development |
0 |
0 |
0 |
221 |
1 |
3 |
10 |
639 |
| The Separation and Reunification of Germany: Rethinking a Natural Experiment Interpretation of the Enduring Effects of Communis |
0 |
1 |
1 |
17 |
3 |
5 |
13 |
50 |
| The Separation and Reunification of Germany: Rethinking a Natural Experiment Interpretation of the Enduring Effects of Communism |
0 |
0 |
0 |
68 |
3 |
12 |
32 |
299 |
| The Separation and Reunification of Germany: Rethinking a Natural Experiment Interpretation of the Enduring Effects of Communism |
0 |
0 |
0 |
11 |
4 |
6 |
15 |
78 |
| The Separation and Reunification of Germany: Rethinking a Natural Experiment Interpretation of the Enduring Effects of Communism |
0 |
0 |
0 |
61 |
6 |
11 |
27 |
106 |
| The Separation and Reunification of Germany: Rethinking a Natural Experiment Interpretation of the Enduring Effects of Communism |
0 |
0 |
0 |
0 |
3 |
6 |
19 |
25 |
| The Separation and Reunification of Germany: Rethinking a Natural Experiment Interpretation of the Enduring Effects of Communism |
0 |
0 |
0 |
27 |
1 |
2 |
9 |
48 |
| The Separation and Reunification of Germany: Rethinking a Natural Experiment Interpretation of the Enduring Effects of Communism |
0 |
0 |
0 |
35 |
5 |
6 |
18 |
60 |
| The Separation and Reunification of Germany: Rethinking a Natural Experiment Interpretation of the Enduring Effects of Communism |
0 |
1 |
1 |
23 |
0 |
5 |
18 |
51 |
| The Separation and Reunification of Germany: Rethinking a Natural Experiment Interpretation of the Enduring Effects of Communism |
0 |
0 |
0 |
20 |
1 |
2 |
8 |
23 |
| The Trade-off between Fertility and Education: Evidence from before the Demographic Transition |
0 |
0 |
0 |
87 |
8 |
11 |
18 |
418 |
| The Trade-off between Fertility and Education: Evidence from before the Demographic Transition |
0 |
0 |
0 |
168 |
0 |
2 |
9 |
657 |
| The Trade-off between Fertility and Education: Evidence from before the Demographic Transition |
0 |
1 |
1 |
67 |
2 |
14 |
25 |
250 |
| The Unwavering SES Achievement Gap: Trends in U.S. Student Performance |
0 |
0 |
0 |
18 |
8 |
11 |
24 |
126 |
| The decline of schooling productivity in OECD countries |
0 |
0 |
0 |
0 |
0 |
2 |
5 |
98 |
| The decline of schooling productivity in OECD countries |
0 |
0 |
0 |
130 |
4 |
4 |
11 |
755 |
| The economic benefit of educational reform in the European Union |
0 |
0 |
0 |
0 |
0 |
1 |
9 |
102 |
| The economic case for education |
0 |
0 |
0 |
0 |
2 |
5 |
24 |
150 |
| The economic impacts of learning losses |
0 |
0 |
3 |
21 |
3 |
12 |
31 |
136 |
| The effect of Protestantism on education before the industrialization: Evidence from 1816 Prussia |
0 |
0 |
0 |
0 |
3 |
3 |
9 |
68 |
| The effect of heterogeneity of central examinations: Evidence from TIMSS, TIMSS-repeat and PISA |
0 |
0 |
0 |
0 |
4 |
6 |
12 |
59 |
| The effect of investment in children’s education on fertility in 1816 Prussia |
0 |
0 |
0 |
0 |
2 |
7 |
13 |
69 |
| The fading productivity of schooling in East Asia |
0 |
0 |
0 |
18 |
0 |
0 |
9 |
420 |
| The fading productivity of schooling in East Asia |
0 |
0 |
0 |
14 |
1 |
2 |
6 |
104 |
| The fading productivity of schooling in East Asia |
0 |
0 |
0 |
0 |
1 |
4 |
6 |
39 |
| The ifo Education Survey 2014-2021 |
0 |
0 |
0 |
2 |
0 |
2 |
11 |
18 |
| The ifo Education Survey 2014–2021: A New Dataset on Public Preferences for Education Policy in Germany |
0 |
0 |
2 |
10 |
2 |
4 |
18 |
40 |
| The impact of an adult education voucher program: Evidence from a randomized field experiment |
0 |
0 |
0 |
0 |
2 |
3 |
16 |
259 |
| The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation |
0 |
0 |
0 |
0 |
1 |
4 |
16 |
208 |
| The information value of central school exams |
0 |
0 |
0 |
0 |
3 |
7 |
23 |
71 |
| The political economy of higher education finance: how information and design affect public preferences for tuition |
0 |
0 |
0 |
56 |
3 |
6 |
20 |
81 |
| The role of cognitive skills in economic development |
0 |
0 |
0 |
0 |
4 |
11 |
24 |
219 |
| The role of education quality for economic growth |
3 |
5 |
19 |
1,693 |
21 |
45 |
167 |
4,723 |
| The separation and reunification of Germany: Rethinking a natural experiment interpretation of the enduring effects of communism |
0 |
0 |
0 |
25 |
3 |
3 |
27 |
62 |
| The separation and reunification of Germany: Rethinking a natural experiment interpretation of the enduring effects of communism |
1 |
1 |
1 |
35 |
5 |
13 |
24 |
52 |
| The trade-off between fertility and education: Evidence from before the demographic transition |
0 |
0 |
0 |
0 |
1 |
3 |
18 |
150 |
| Training or Retiring? How Labor Markets Adjust to Trade and Technology Shocks |
0 |
0 |
7 |
7 |
2 |
8 |
22 |
22 |
| Training or Retiring? How Labor Markets Adjust to Trade and Technology Shocks |
0 |
0 |
11 |
11 |
0 |
1 |
19 |
19 |
| Training or Retiring? How Labor Markets Adjust to Trade and Technology Shocks |
0 |
0 |
3 |
3 |
4 |
5 |
27 |
27 |
| Training or Retiring? How Labor Markets Adjust to Trade and Technology Shocks |
0 |
0 |
10 |
10 |
1 |
5 |
27 |
27 |
| Training or Retiring? How Labor Markets Adjust to Trade and Technology Shocks |
0 |
0 |
2 |
2 |
2 |
3 |
12 |
12 |
| Ursachenkomplexe der PISA-Ergebnisse: Untersuchungen auf Basis der internationalen Mikrodaten |
0 |
0 |
0 |
52 |
2 |
6 |
17 |
232 |
| Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement |
0 |
1 |
3 |
64 |
0 |
2 |
11 |
222 |
| Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement |
0 |
0 |
0 |
35 |
2 |
2 |
8 |
82 |
| Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement |
0 |
0 |
0 |
27 |
0 |
3 |
11 |
81 |
| Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement |
0 |
0 |
1 |
20 |
0 |
1 |
7 |
125 |
| Vocational vs. General Education and Employment over the Life Cycle: New Evidence from PIAAC |
0 |
0 |
0 |
0 |
2 |
5 |
17 |
70 |
| Vocational vs. General Education and Employment over the Life-Cycle: New Evidence from PIAAC |
0 |
0 |
0 |
40 |
2 |
4 |
21 |
175 |
| Vocational vs. General Education and Employment over the Life-Cycle: New Evidence from PIAAC |
0 |
0 |
0 |
50 |
2 |
3 |
10 |
89 |
| Vocational vs. General Education and Employment over the Life-Cycle: New Evidence from PIAAC |
0 |
0 |
1 |
42 |
5 |
5 |
16 |
90 |
| Vocational vs. General Education and Employment over the Life-Cycle: New Evidence from PIAAC |
0 |
0 |
1 |
4 |
2 |
4 |
21 |
31 |
| Was Weber Wrong? A Human Capital Theory of Protestant Economic History |
0 |
0 |
4 |
299 |
10 |
15 |
36 |
1,623 |
| Was Weber Wrong? A Human Capital Theory of Protestant Economic History |
0 |
0 |
0 |
240 |
9 |
14 |
26 |
991 |
| Was Weber Wrong? A Human Capital Theory of Protestant Economic History |
0 |
0 |
1 |
623 |
9 |
26 |
42 |
1,501 |
| Was Weber Wrong? A Human Capital Theory of Protestant Economic History |
0 |
0 |
0 |
0 |
4 |
7 |
27 |
605 |
| What Accounts for International Differences in Student Performance? A Re-Examination Using PISA Data |
0 |
0 |
0 |
362 |
2 |
5 |
12 |
1,262 |
| What Accounts for International Differences in Student Performance? A Re-Examination Using PISA Data (new title: What accounts for international differences in student performance? A re-examination using PISA) |
0 |
1 |
1 |
669 |
1 |
3 |
18 |
2,167 |
| What Accounts for International Differences in Student Performance? A Re-examination using PISA Data |
0 |
0 |
0 |
383 |
0 |
2 |
11 |
1,005 |
| What accounts for international differences in student performance? A re-examination using PISA data |
0 |
0 |
0 |
0 |
1 |
2 |
8 |
216 |
| Which School Systems Sort Weaker Students into Smaller Classes? International Evidence |
0 |
0 |
0 |
144 |
3 |
4 |
16 |
733 |
| Which School Systems Sort Weaker Students into Smaller Classes? International Evidence |
0 |
0 |
0 |
49 |
3 |
5 |
13 |
299 |
| Which School Systems Sort Weaker Students into Smaller Classes? International Evidence |
0 |
0 |
0 |
90 |
0 |
1 |
7 |
422 |
| Which school systems sort weaker students into smaller classes? International evidence |
0 |
0 |
0 |
0 |
0 |
2 |
6 |
40 |
| Wie das Habsburger Reich heute in den osteuropäischen Verwaltungen sichtbar ist |
0 |
0 |
0 |
0 |
1 |
2 |
6 |
47 |
| Wie investiert man richtig in Bildung? |
0 |
0 |
0 |
0 |
3 |
4 |
6 |
31 |
| Zentrale Abschlussprüfungen und Schülerleistungen. Individualanalysen anhand von vier internationalen Tests |
0 |
0 |
0 |
0 |
0 |
2 |
8 |
39 |
| [Rezension:] Checchi, D.: Te Economics of Education. Human Capital, Family Background and Inequality |
0 |
0 |
0 |
0 |
1 |
1 |
3 |
24 |
| \"Every catholic child in a catholic school\": Historical resistance to state schooling, contemporary private competition and student achievement across countries |
0 |
0 |
0 |
0 |
1 |
14 |
20 |
83 |
| iPEHD - The ifo Prussian Economic History Database |
0 |
1 |
1 |
203 |
3 |
6 |
17 |
445 |
| iPEHD - The ifo Prussian Economic History Database |
0 |
0 |
0 |
8 |
5 |
8 |
11 |
95 |
| iPEHD ? The ifo Prussian Economic History Database |
0 |
0 |
0 |
47 |
3 |
4 |
13 |
123 |
| iPEHD: The ifo Prussian Economic History Database |
0 |
0 |
0 |
64 |
5 |
6 |
10 |
144 |
| Ökonometrische Methoden zur Evaluierung kausaler Effekte der Wirtschaftspolitik |
0 |
0 |
4 |
99 |
1 |
2 |
20 |
267 |
| Ökonometrische Methoden zur Evaluierung kausaler Effekte der Wirtschaftspolitik |
0 |
0 |
0 |
61 |
3 |
5 |
12 |
207 |
| “Every Catholic Child in a Catholic School”: Historical Resistance to State Schooling, Contemporary Private Competition, and Student Achievement across Countries |
0 |
0 |
0 |
103 |
1 |
2 |
13 |
336 |
| Total Working Papers |
13 |
73 |
387 |
36,522 |
1,128 |
2,443 |
7,458 |
134,137 |
| Journal Article |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| 'Every Catholic Child in a Catholic School': Historical Resistance to State Schooling, Contemporary Private Competition and Student Achievement across Countries |
0 |
0 |
0 |
57 |
2 |
4 |
18 |
245 |
| A World Unprepared: Missing Skills for Development |
0 |
0 |
0 |
0 |
3 |
3 |
6 |
6 |
| A quantitative look at the economic impact of the European Union’s educational goals |
0 |
0 |
1 |
6 |
6 |
10 |
22 |
50 |
| Aktuelle Herausforderungen der deutschen Bildungspolitik: Ordnungspolitischer Rahmen und konkrete Handlungsfelder / Current Challenges for German Education Policy: Institutional Framework and Concrete Fields of Action |
0 |
0 |
0 |
5 |
2 |
2 |
8 |
43 |
| Berufseinstieg als Wachstumsfaktor – wie wir Kompetenzen für die Zukunft aufbauen können |
0 |
0 |
0 |
6 |
2 |
4 |
10 |
22 |
| Bildung als Schlüssel zur Integration: Nur eine realistische Flüchtlingspolitik wird Erfolg haben |
0 |
0 |
2 |
153 |
4 |
4 |
15 |
462 |
| Bildung erneut im Lockdown: Wie verbrachten Schulkinder die Schulschließungen Anfang 2021? |
0 |
1 |
5 |
230 |
2 |
5 |
25 |
469 |
| Bildung für Wirtschaftswachstum und Chancengleichheit |
0 |
0 |
1 |
17 |
1 |
1 |
3 |
41 |
| Bildung in der Coronakrise: Wie haben die Schulkinder die Zeit der Schulschließungen verbracht, und welche Bildungsmaßnahmen befürworten die Deutschen? |
0 |
0 |
0 |
212 |
4 |
5 |
14 |
495 |
| Bildung und Innovation |
0 |
0 |
0 |
32 |
2 |
3 |
7 |
124 |
| Bildung: Motor für Wachstum und gesellschaftlichen Zusammenhalt in einer globalisierten Welt |
0 |
0 |
0 |
11 |
3 |
4 |
4 |
66 |
| Bildungsleistungen verbessern, Chancengerechtigkeit erhöhen |
2 |
20 |
89 |
89 |
6 |
34 |
141 |
142 |
| Bildungsmaßnahmen zur Integration der Flüchtlinge – Was die Deutschen befürworten |
0 |
0 |
0 |
57 |
2 |
3 |
7 |
218 |
| Bildungspolitik zur Bewältigung gesellschaftlicher Herausforderungen während und nach Corona – Ergebnisse des ifo Bildungsbarometers 2021 |
0 |
0 |
1 |
33 |
1 |
5 |
12 |
72 |
| Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung |
0 |
0 |
1 |
99 |
2 |
2 |
12 |
284 |
| Bildungspolitische Maßnahmen zur Integration der Geflüchteten aus der Ukraine – Was die Deutschen befürworten |
0 |
0 |
2 |
13 |
1 |
1 |
11 |
31 |
| Bildungsschlagloch |
0 |
0 |
0 |
6 |
0 |
1 |
2 |
29 |
| Bildungssystem, PISA-Leistungen und volkswirtschaftliches Wachstum |
0 |
0 |
0 |
65 |
4 |
4 |
8 |
230 |
| Bildungsverluste durch Corona: Wie lassen sie sich aufholen? |
0 |
0 |
0 |
12 |
1 |
1 |
4 |
26 |
| Breitbandinfrastruktur und wissensbasiertes volkswirtschaftliches Wachstum |
0 |
0 |
0 |
22 |
1 |
5 |
8 |
162 |
| Broadband Infrastructure and Economic Growth |
0 |
0 |
0 |
0 |
9 |
24 |
68 |
855 |
| COVID-19 and educational inequality: How school closures affect low- and high-achieving students |
0 |
0 |
1 |
19 |
6 |
14 |
43 |
114 |
| Can Mentoring Alleviate Family Disadvantage in Adolescence? A Field Experiment to Improve Labor Market Prospects |
0 |
2 |
5 |
16 |
2 |
7 |
32 |
78 |
| Can internet surveys represent the entire population? A practitioners’ analysis |
0 |
1 |
4 |
11 |
1 |
5 |
25 |
50 |
| Central Exams as the "Currency" of School Systems: International Evidence on the Complementarity of School Autonomy and Central Exams |
0 |
0 |
0 |
3 |
1 |
1 |
4 |
23 |
| Central exit exams improve student outcomes |
0 |
0 |
2 |
31 |
2 |
4 |
22 |
142 |
| Central school exit exams and labor-market outcomes |
0 |
0 |
0 |
24 |
3 |
10 |
26 |
134 |
| Checchi, D.: The Economics of Education. Human Capital, Family Background and Inequality |
0 |
0 |
5 |
175 |
3 |
4 |
25 |
434 |
| Class-size effects in school systems around the world: Evidence from between-grade variation in TIMSS |
0 |
1 |
8 |
478 |
3 |
9 |
40 |
1,690 |
| Computer können das Lernen behindern |
0 |
0 |
0 |
37 |
3 |
4 |
8 |
209 |
| Computers and student learning: bivariate and multivariate evidence on the availability and use of computers at home and at school |
0 |
0 |
0 |
146 |
2 |
5 |
19 |
835 |
| Coping with change: International differences in the returns to skills |
0 |
1 |
1 |
45 |
3 |
6 |
12 |
187 |
| Cross-country evidence on teacher performance pay |
0 |
0 |
0 |
126 |
6 |
7 |
20 |
499 |
| Das Pro und Contra der dualen Berufsausbildung über den Erwerbslebenszyklus in einer sich wandelnden Welt |
0 |
0 |
0 |
26 |
0 |
1 |
6 |
168 |
| Das Wissenskapital der Nationen: gute Bildung als Wachstumsmotor |
1 |
1 |
2 |
5 |
2 |
2 |
6 |
16 |
| Das zentrale Entwicklungsziel sollten Grundkompetenzen für alle Kinder sein |
0 |
0 |
0 |
4 |
1 |
1 |
13 |
80 |
| Denken Jugendliche anders über Bildungspolitik als Erwachsene? |
0 |
0 |
0 |
7 |
4 |
5 |
11 |
56 |
| Denken Lehrkräfte anders über die Bildungspolitik als die Gesamtbevölkerung? - Ergebnisse des ifo Bildungsbarometers 2016 |
0 |
0 |
0 |
8 |
2 |
5 |
16 |
63 |
| Der Einfluss von Geduld und Risikobereitschaft auf internationale Unterschiede in schulischen Leistungen |
0 |
0 |
0 |
4 |
2 |
2 |
4 |
29 |
| Der ifo-„Ein Herz für Kinder“- Chancenmonitor: Wie (un-)gerecht sind die Bildungschancen von Kindern aus verschiedenen Familien in Deutschland verteilt? |
2 |
2 |
18 |
74 |
11 |
31 |
82 |
194 |
| Der lange Schatten der Geschichte: Mechanismen der Persistenz in der Wirtschaftsgeschichte |
0 |
0 |
1 |
18 |
0 |
11 |
21 |
150 |
| Deutsche befürworten Weiterbildung, um mit dem Strukturwandel Schritt zu halten: Ergebnisse des ifo Bildungsbarometers 2022 |
1 |
1 |
2 |
8 |
1 |
1 |
11 |
28 |
| Deutsche sind für mehr Einheitlichkeit und Vergleichbarkeit im Bildungssystem – Ergebnisse des ifo Bildungsbarometers 2020 |
0 |
0 |
3 |
36 |
1 |
3 |
13 |
95 |
| Deutsche sind zu grundlegenden Bildungsreformen bereit – Ergebnisse des ifo Bildungsbarometers 2015 |
0 |
0 |
0 |
9 |
1 |
1 |
6 |
89 |
| Die Bedeutung von Bildung für die Wirtschaftsentwicklung: Eine neue wirtschaftshistorische Forschungsagenda anhand preußischer Kreisdaten, Teil 2 |
0 |
0 |
0 |
21 |
4 |
6 |
8 |
214 |
| Die Bedeutung von Produktivitätssignalen auf dem Arbeitsmarkt: Ein Experiment mit Lebensläufen unter Personalleitern |
0 |
1 |
1 |
4 |
2 |
4 |
11 |
38 |
| Die Bedeutung von Religion für die Bildung: Eine wirtschaftshistorische Forschungsagenda anhand preußischer Kreisdaten, Teil 1 |
0 |
0 |
0 |
9 |
1 |
1 |
6 |
129 |
| Die deutsche Teilung und Wiedervereinigung und die „Auswirkungen“ des Kommunismus |
0 |
0 |
0 |
5 |
2 |
2 |
7 |
38 |
| Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation |
1 |
4 |
20 |
309 |
23 |
61 |
191 |
1,521 |
| Do party positions affect the public's policy preferences? Experimental evidence on support for family policies |
0 |
0 |
1 |
6 |
5 |
7 |
17 |
57 |
| Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries |
0 |
0 |
0 |
606 |
4 |
8 |
44 |
2,148 |
| Does Ignorance of Economic Returns and Costs Explain the Educational Aspiration Gap? Representative Evidence from Adults and Adolescents |
0 |
0 |
0 |
7 |
2 |
6 |
13 |
38 |
| Does innovation cause exports? Evidence from exogenous innovation impulses and obstacles using German micro data |
0 |
1 |
2 |
283 |
5 |
11 |
23 |
790 |
| Does school autonomy make sense everywhere? Panel estimates from PISA |
0 |
0 |
2 |
103 |
9 |
20 |
46 |
528 |
| Does women's education affect fertility? Evidence from pre-demographic transition Prussia |
0 |
0 |
1 |
58 |
6 |
12 |
24 |
215 |
| Dualism and cross-country growth regressions |
0 |
0 |
0 |
206 |
4 |
5 |
15 |
778 |
| Earnings information and public preferences for university tuition: Evidence from representative experiments |
0 |
0 |
0 |
6 |
5 |
10 |
23 |
44 |
| Econometric methods for causal evaluation of education policies and practices: a non-technical guide |
0 |
1 |
4 |
158 |
4 |
23 |
55 |
466 |
| Economic Gains from Educational Reform by US States |
0 |
0 |
1 |
17 |
2 |
3 |
10 |
82 |
| Education Policy and Equality of Opportunity |
0 |
0 |
7 |
281 |
4 |
8 |
34 |
893 |
| Education and Catch-Up in the Industrial Revolution |
0 |
0 |
3 |
200 |
1 |
5 |
26 |
717 |
| Education and religious participation: city-level evidence from Germany’s secularization period 1890–1930 |
0 |
1 |
2 |
29 |
0 |
6 |
35 |
206 |
| Educational Production in East Asia: The Impact of Family Background and Schooling Policies on Student Performance |
0 |
0 |
0 |
64 |
4 |
5 |
7 |
300 |
| Educational Production in East Asia: The Impact of Family Background and Schooling Policies on Student Performance |
0 |
0 |
0 |
0 |
0 |
1 |
8 |
16 |
| Educational inequality and public policy preferences: Evidence from representative survey experiments |
0 |
1 |
3 |
16 |
5 |
12 |
33 |
124 |
| Educational production in Europe |
0 |
0 |
3 |
240 |
0 |
2 |
18 |
527 |
| Efficiency and equity of European education and training policies |
0 |
0 |
0 |
143 |
0 |
0 |
8 |
584 |
| Ein Gemeinsames Kernabitur für Deutschland: Der Vorschlag des Aktionsrats Bildung |
0 |
0 |
0 |
11 |
1 |
1 |
3 |
88 |
| Einkommenserträge von Bildungsabschlüssen im Lebensverlauf: Aktuelle Berechnungen für Deutschland |
0 |
1 |
2 |
47 |
1 |
5 |
11 |
134 |
| Entwicklung betrieblicher Kosten und Nutzen der Berufsausbildung |
0 |
0 |
0 |
23 |
4 |
4 |
9 |
129 |
| Es liegt nicht alles am Sozialismus — über Ost-West-Unterschiede und ihre Ursprünge |
0 |
0 |
2 |
8 |
1 |
2 |
12 |
36 |
| Extern vergleichende Prüfungen verbessern die Schülerleistungen |
0 |
0 |
0 |
2 |
0 |
1 |
5 |
23 |
| Families, schools and primary-school learning: evidence for Argentina and Colombia in an international perspective |
0 |
0 |
4 |
50 |
3 |
7 |
21 |
249 |
| Folgekosten ausbleibenden Lernens: Was wir über die Corona-bedingten Schulschließungen aus der Forschung lernen können |
0 |
0 |
4 |
191 |
4 |
7 |
30 |
482 |
| Folgekosten unzureichender Bildung durch entgangenes Wirtschaftswachstum |
0 |
0 |
0 |
9 |
1 |
5 |
6 |
47 |
| From Leftist to Liberal: Hans-Werner Sinn and German Economic Policy |
0 |
0 |
0 |
1 |
2 |
3 |
7 |
20 |
| Frühkindliche Bildung und spätere kognitive und nichtkognitive Fähigkeiten: deutsche und internationale Evidenz |
0 |
0 |
0 |
49 |
0 |
1 |
9 |
322 |
| Fürchten sich die Deutschen vor der Digitalisierung? Ergebnisse des ifo Bildungsbarometers 2017 |
0 |
0 |
0 |
6 |
0 |
3 |
12 |
72 |
| General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle |
1 |
3 |
11 |
166 |
17 |
48 |
99 |
772 |
| Gestärkt aus der Krise: Potenziale für wissensbasiertes Wachstum |
0 |
0 |
0 |
19 |
3 |
3 |
9 |
125 |
| Global universal basic skills: Current deficits and implications for world development |
0 |
0 |
15 |
41 |
8 |
23 |
94 |
172 |
| Globale Bildungsdefizite: Wie fehlende Grundkompetenzen Entwicklungschancen hemmen |
0 |
0 |
1 |
2 |
1 |
1 |
7 |
10 |
| Growing up in ethnic enclaves: language proficiency and educational attainment of immigrant children |
0 |
0 |
2 |
3 |
1 |
6 |
23 |
45 |
| How information affects support for education spending: Evidence from survey experiments in Germany and the United States |
0 |
0 |
0 |
31 |
5 |
9 |
23 |
155 |
| How much do educational outcomes matter in OECD countries? |
0 |
1 |
1 |
5 |
2 |
4 |
15 |
473 |
| Humankapital und Innovationstätigkeit von Unternehmen: erste deskriptive Befunde neuer Fragen im ifo Innovationstest |
0 |
0 |
0 |
42 |
1 |
2 |
6 |
145 |
| Incentives, search engines, and the elicitation of subjective beliefs: Evidence from representative online survey experiments |
0 |
0 |
0 |
2 |
3 |
4 |
9 |
27 |
| Information provision and preferences for education spending: Evidence from representative survey experiments in three countries |
0 |
1 |
1 |
8 |
4 |
10 |
14 |
52 |
| Innovationen auf Bestellung? Was von einer stärkeren Nachfrageorientierung in der Innovationspolitik zu halten ist |
0 |
0 |
0 |
28 |
2 |
3 |
8 |
188 |
| Institutional Comparisons in Educational Production |
0 |
0 |
0 |
1 |
3 |
4 |
7 |
17 |
| Institutional Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries |
0 |
0 |
1 |
205 |
3 |
13 |
24 |
485 |
| Institutional Effects in a Simple Model of Educational Production |
0 |
0 |
0 |
243 |
0 |
14 |
24 |
788 |
| International Evidence on School Tracking: A Review |
0 |
0 |
0 |
13 |
4 |
7 |
18 |
120 |
| Kleinere Klassen = bessere Leistungen? |
0 |
0 |
0 |
25 |
0 |
2 |
8 |
121 |
| Knowledge Capital and Aggregate Income Differences: Development Accounting for US States |
0 |
0 |
2 |
35 |
1 |
1 |
16 |
148 |
| Kognitive Fähigkeiten können durch regelmäßige Anwendung im Alter erhalten bleiben |
0 |
0 |
1 |
1 |
1 |
2 |
9 |
9 |
| Kognitive Fähigkeiten können durch regelmäßige Anwendung im Alter erhalten bleiben |
0 |
0 |
1 |
1 |
3 |
6 |
12 |
12 |
| Kompletten Lernstopp verhindern |
0 |
0 |
0 |
1 |
1 |
2 |
7 |
17 |
| Langfristige Auswirkungen von Religionsunterricht auf Religiosität und Arbeitsleben |
0 |
0 |
6 |
6 |
1 |
1 |
14 |
14 |
| Leistungsfördernde Anreize für das Schulsystem |
0 |
0 |
0 |
17 |
2 |
4 |
11 |
147 |
| Long-run Trends in the U.S. SES-Achievement Gap |
0 |
0 |
0 |
8 |
4 |
8 |
20 |
37 |
| Luther and the Girls: Religious Denomination and the Female Education Gap in Nineteenth‐century Prussia |
0 |
1 |
1 |
25 |
4 |
14 |
19 |
146 |
| Mehr Transparenz in der Bildungspolitik |
0 |
0 |
0 |
0 |
2 |
3 |
9 |
22 |
| Meinungen zum Bildungssystem im Bundesländervergleich – Ergebnisse des ifo Bildungsbarometers 2024 |
0 |
0 |
0 |
0 |
2 |
2 |
7 |
8 |
| Mentoring Improves the Labor-Market Prospects of Disadvantaged Adolescents |
0 |
0 |
1 |
6 |
1 |
1 |
5 |
14 |
| Mentoring Improves the School-to-work Transition of Disadvantaged Adolescents |
0 |
0 |
0 |
3 |
1 |
2 |
5 |
15 |
| Mentoring verbessert die Arbeitsmarktchancen von stark benachteiligten Jugendlichen |
0 |
0 |
2 |
33 |
3 |
3 |
9 |
85 |
| New Empirical Analysis in the Economics of Education |
0 |
0 |
0 |
59 |
0 |
1 |
10 |
142 |
| Not the Opium of the People: Income and Secularization in a Panel of Prussian Counties |
0 |
0 |
1 |
55 |
0 |
8 |
17 |
229 |
| Overview of the symposium on performance pay for teachers |
0 |
0 |
0 |
55 |
4 |
4 |
15 |
174 |
| Patience and Subnational Differences in Human Capital: Regional Analysis with Facebook Interests |
0 |
1 |
1 |
1 |
5 |
10 |
10 |
10 |
| Patience and the North-South Divide in Student Achievement in Italy and the United States |
0 |
0 |
0 |
7 |
1 |
3 |
8 |
31 |
| Patience, Risk-Taking, and Human Capital Investment Across Countries |
0 |
1 |
2 |
14 |
4 |
10 |
22 |
55 |
| Peering over the Hedge: How Do the Neighbours Do It? |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
19 |
| Personalpolitik als Herzstück des Wissenschaftsmanagements: Meinhard Knoche zum Abschied |
0 |
0 |
0 |
1 |
1 |
1 |
2 |
6 |
| Public opinion and the political economy of educational reforms: A survey |
0 |
1 |
3 |
33 |
1 |
3 |
26 |
163 |
| Religion and Growth |
1 |
2 |
8 |
49 |
5 |
13 |
53 |
149 |
| Religious Education in School Affects Students’ Lives in the Long Run |
0 |
0 |
1 |
7 |
4 |
8 |
47 |
72 |
| Returns to education in Europe |
0 |
1 |
1 |
78 |
2 |
3 |
12 |
168 |
| Returns to skills around the world: Evidence from PIAAC |
0 |
1 |
7 |
585 |
8 |
33 |
117 |
1,973 |
| Sample selectivity and the validity of international student achievement tests in economic research |
0 |
0 |
0 |
55 |
0 |
1 |
8 |
253 |
| Schadet Internetnutzung dem Sozialkapital? |
0 |
0 |
0 |
45 |
2 |
3 |
9 |
232 |
| School competition and students’ entrepreneurial intentions: international evidence using historical Catholic roots of private schooling |
0 |
0 |
1 |
19 |
3 |
4 |
9 |
113 |
| Schooling Resources, Educational Institutions and Student Performance: the International Evidence |
0 |
2 |
12 |
771 |
3 |
12 |
54 |
2,204 |
| Schooling quality in Eastern Europe: Educational production during transition |
0 |
0 |
1 |
85 |
4 |
4 |
14 |
353 |
| Schooling, educational achievement, and the Latin American growth puzzle |
1 |
1 |
3 |
125 |
3 |
9 |
31 |
589 |
| Second thoughts on development accounting |
0 |
0 |
0 |
86 |
3 |
6 |
8 |
346 |
| Sinkendes Leistungsniveau, hohe Chancenungleichheit – Stand und Handlungsoptionen für die deutsche Schulbildung |
0 |
0 |
0 |
0 |
1 |
1 |
8 |
10 |
| Skills, signals, and employability: An experimental investigation |
1 |
2 |
4 |
44 |
7 |
13 |
46 |
226 |
| Social Cohesion, Religious Beliefs, and the Effect of Protestantism on Suicide |
0 |
0 |
1 |
45 |
1 |
9 |
16 |
205 |
| Specifying Human Capital |
0 |
0 |
5 |
547 |
0 |
1 |
20 |
1,106 |
| Surfing alone? The internet and social capital: Evidence from an unforeseeable technological mistake |
0 |
1 |
2 |
89 |
3 |
7 |
22 |
367 |
| Symposium: Homo Digitalis – Zerrüttet das Internet unsere Gesellschaft? Kein Grund für Innovationsfeindlichkeit und Kulturpessimismus: Das Internet erodiert nicht die Grundlagen unserer Gesellschaft |
0 |
0 |
0 |
15 |
0 |
4 |
9 |
163 |
| Testing |
0 |
0 |
3 |
6 |
2 |
8 |
30 |
50 |
| The Decline of Schooling Productivity in OECD Countries |
0 |
0 |
0 |
127 |
0 |
4 |
14 |
495 |
| The Empire Is Dead, Long Live the Empire! Long‐Run Persistence of Trust and Corruption in the Bureaucracy |
0 |
0 |
3 |
82 |
3 |
5 |
20 |
329 |
| The Importance of School Systems: Evidence from International Differences in Student Achievement |
0 |
1 |
9 |
110 |
2 |
6 |
27 |
349 |
| The Role of Cognitive Skills in Economic Development |
0 |
1 |
4 |
232 |
13 |
24 |
82 |
1,752 |
| The Separation and Reunification of Germany: Rethinking a Natural Experiment Interpretation of the Enduring Effects of Communism |
0 |
0 |
2 |
25 |
3 |
7 |
33 |
151 |
| The economic case for education |
0 |
1 |
6 |
132 |
5 |
11 |
32 |
385 |
| The effect heterogeneity of central examinations: evidence from TIMSS, TIMSS-Repeat and PISA |
0 |
1 |
2 |
92 |
2 |
4 |
15 |
320 |
| The effect of Protestantism on education before the industrialization: Evidence from 1816 Prussia |
0 |
0 |
2 |
92 |
8 |
16 |
49 |
413 |
| The effect of investment in children’s education on fertility in 1816 Prussia |
0 |
0 |
0 |
41 |
0 |
5 |
12 |
191 |
| The fading productivity of schooling in East Asia |
0 |
0 |
0 |
29 |
1 |
3 |
7 |
152 |
| The ifo Education Survey 2014–2021: A New Dataset on Public Preferences for Education Policy in Germany |
0 |
0 |
0 |
1 |
7 |
12 |
21 |
31 |
| The impact of an adult education voucher program: Evidence from a randomized field experiment |
1 |
3 |
8 |
195 |
6 |
17 |
49 |
605 |
| The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation |
0 |
0 |
6 |
248 |
4 |
17 |
96 |
1,567 |
| The information value of central school exams |
0 |
0 |
1 |
25 |
5 |
6 |
16 |
147 |
| The trade-off between fertility and education: evidence from before the demographic transition |
0 |
1 |
4 |
167 |
11 |
23 |
51 |
620 |
| Ungleiche Bildungschancen: Ein Blick in die Bundesländer |
0 |
1 |
1 |
1 |
1 |
4 |
9 |
13 |
| Use It or Lose It: How Cognitive Skills Change with Age |
0 |
1 |
1 |
1 |
4 |
7 |
20 |
20 |
| Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement |
0 |
2 |
3 |
25 |
5 |
8 |
21 |
112 |
| Vocational vs. General Education and Employment over the Life Cycle: New Evidence from PIAAC |
0 |
1 |
4 |
53 |
3 |
6 |
24 |
207 |
| Volkswirtschaftliche Erträge besserer Bildung: Projektionen aktueller Bildungsziele für Deutschland und die Bundesländer |
0 |
0 |
2 |
2 |
0 |
4 |
13 |
13 |
| Volkswirtschaftliche Folgekosten unzureichender Bildung: Eine makroökonomische Projektion |
0 |
1 |
1 |
21 |
3 |
5 |
8 |
156 |
| Was Weber Wrong? A Human Capital Theory of Protestant Economic History |
1 |
3 |
25 |
1,020 |
4 |
17 |
130 |
3,846 |
| Was denken die Deutschen zu Chancenungleichheit im Bildungssystem? |
0 |
1 |
2 |
5 |
0 |
4 |
9 |
15 |
| Was denken die Deutschen zu Geschlechterthemen und Gleichstellung in der Bildung? – Ergebnisse des ifo Bildungsbarometers 2018 |
0 |
0 |
1 |
13 |
2 |
3 |
15 |
88 |
| Was die Deutschen über Bildungsungleichheit denken |
0 |
0 |
0 |
14 |
1 |
1 |
10 |
46 |
| Was die Deutschen über die Bildungspolitik denken – Ergebnisse des ersten ifo Bildungsbarometers |
0 |
0 |
0 |
16 |
3 |
3 |
5 |
91 |
| Was die Deutschen über die Qualität der Schulen denken – Ergebnisse des zehnten ifo Bildungsbarometers 2023 |
0 |
1 |
4 |
9 |
1 |
3 |
12 |
25 |
| Was lehrt uns PIAAC? Erste Befunde des »Erwachsenen-PISA« |
0 |
0 |
0 |
1 |
2 |
2 |
7 |
14 |
| Was lehrt uns PIAAC? Erste Befunde des »Erwachsenen-PISA« |
0 |
0 |
0 |
23 |
0 |
1 |
4 |
122 |
| Wettbewerb durch öffentliche Finanzierung von Schulen in freier Trägerschaft als wichtiger Ansatzpunkt zur Verbesserung des Schulsystems |
0 |
0 |
0 |
14 |
1 |
3 |
6 |
139 |
| What accounts for international differences in student performance? A re-examination using PISA data |
0 |
0 |
2 |
388 |
3 |
5 |
21 |
1,169 |
| Which school systems sort weaker students into smaller classes? International evidence |
0 |
0 |
0 |
59 |
3 |
7 |
14 |
242 |
| Wie das Habsburger Reich heute in den osteuropäischen Verwaltungen sichtbar ist |
0 |
0 |
0 |
16 |
5 |
6 |
10 |
162 |
| Wie lässt sich die Ungleichheit der Bildungschancen verringern? |
0 |
1 |
1 |
98 |
3 |
5 |
10 |
478 |
| Wie unterscheidet sich das Meinungsbild zu Schulen zwischen den deutschen Regionen? Regionale Ergebnisse des ifo Bildungsbarometers 2023 |
0 |
0 |
0 |
3 |
0 |
1 |
13 |
17 |
| Will the Covid-19 Pandemic Leave a Lasting Legacy in Children’s Skill Development? |
0 |
0 |
0 |
5 |
3 |
4 |
8 |
24 |
| Wohlstand und Wachstum |
0 |
0 |
0 |
22 |
1 |
3 |
3 |
164 |
| Zentrale Prüfungen als "Währung" des Bildungssystems: zur Komplementarität von Schulautonomie und Zentralprüfungen |
0 |
0 |
0 |
76 |
0 |
1 |
3 |
805 |
| Zwischen Likes und Lernen: Was Jugendliche und Erwachsene über Social Media denken; Ergebnisse des ifo Bildungsbarometers 2025 |
0 |
1 |
2 |
2 |
3 |
9 |
13 |
13 |
| iPEHD--The ifo Prussian Economic History Database |
0 |
0 |
1 |
25 |
0 |
1 |
15 |
138 |
| »Akademisierungswahn«: Studieren zu viele? |
0 |
0 |
1 |
45 |
2 |
5 |
10 |
295 |
| Ökonometrische Methoden zur Evaluierung kausaler Effekte der Wirtschaftspolitik |
0 |
1 |
4 |
122 |
2 |
7 |
22 |
348 |
| Total Journal Articles |
13 |
81 |
420 |
13,126 |
502 |
1,187 |
3,772 |
51,536 |
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