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The leading school reform policy in the United States revolves around strong accountability of schools with consequences for performance. The federal government's involvement through the No Child Left Behind Act of 2001 reinforces the prior movement of many states toward policies based on...
Persistent link: https://www.econbiz.de/10012468102
Florida students to identify the returns to four-year college for students on the academic margin of college admission. In … of the importance of credit constraints within this population. I find that students who obtain high school grades just … a four-year college and much less likely to attend a community college than students with grades just below the …
Persistent link: https://www.econbiz.de/10013118268
government and reached 30% of student loan applicants. We show that the low-income and low-achieving students who apply to low … correctly centered. Treatment causes low-income students to reduce their demand for low-return degrees by 4.6%, and increases …-earning college degree programs overestimate earnings for past graduates by over 100%, while beliefs for high-achieving students are …
Persistent link: https://www.econbiz.de/10013020702
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government and reached 30% of student loan applicants. We show that the low-income and low-achieving students who apply to low … correctly centered. Treatment causes low-income students to reduce their demand for low-return degrees by 4.6%, and increases …-earning college degree programs overestimate earnings for past graduates by over 100%, while beliefs for high-achieving students are …
Persistent link: https://www.econbiz.de/10012457367
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We provide evidence that the robust association between cognitive skills and economic growth reflects a causal effect of cognitive skills and supports the economic benefits of effective school policy. We develop a new common metric that allows tracking student achievement across countries, over...
Persistent link: https://www.econbiz.de/10003806721
Persistent link: https://www.econbiz.de/10003425348
We investigate whether a causal interpretation of the robust association between cognitive skills and economic growth is appropriate and whether cross-country evidence supports a case for the economic benefits of effective school policy. We develop a new common metric that allows tracking...
Persistent link: https://www.econbiz.de/10003920009