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Anderson, James E.; Yotov, Yoto V. - 2017

Short run gravity is a geometric weighted average of long run gravity and bilateral capacity. The model features (i) joint trade costs endogenous to bilateral volumes, (ii) long run gravity as a limiting case of effcient investment in bilateral capacities, (iii) a structural ratio of short run...

Persistent link: https://www.econbiz.de/10011659435

Growth and trade with frictions : a structural estimation framework

Anderson, James E.; Larch, Mario; Yotov, Yoto V. - 2015

. Theory translates into an intuitive econometric system that identifies the causal impact of trade on income and growth, and …

Persistent link: https://www.econbiz.de/10011298529

The golden hello and political transitions

Aidt, Toke; Albornoz, Facundo; Gassebner, Martin - 2012

have taken place. We test this unexplored implication of the theory empirically. We find in a world sample from 1970 to …We analyze the influence of IMF and World Bank programs on political regime transitions. We develop an extended version … transitions ; democracy ; autocracy ; IMF ; World Bank …

Persistent link: https://www.econbiz.de/10009630635

Pound for pound export diversification

Anderson, James E.; Yotov, Yoto - 2020

We propose a short-run model of the extensive margin of trade and deploy it to distinguish and quantify domestic and cross-border margins. Our empirical focus is on the domestic extensive margin of trade (domestic distribution of a product) and its importance for quantifying policy and...

Persistent link: https://www.econbiz.de/10012404546

Which school systems sort weaker students into smaller classes? : international evidence

West, Martin R.; Woessmann, Ludger - 2003

We examine whether the sorting of differently achieving students into differently sized classes results in a regressive or compensatory pattern of class sizes for a sample of national school systems. Sorting effects are identified by subtracting the causal effect of class size on performance...

Persistent link: https://www.econbiz.de/10011509528

Shadow economies around the world : size, causes, and consequences

Schneider, Friedrich; Enste, Dominik - 1999

Using various methods (currency demand, physical input (electricity) method, model approach), which are discussed and criticized, estimates of the size of the shadow economy in 76 developing, transition and OECD-countries are presented. The average size of a shadow economy varies from 12 percent...

Persistent link: https://www.econbiz.de/10009781691

What accounts for international differences in student performance? : a re-examination using PISA data

Fuchs, Thomas; Woessmann, Ludger - 2004

We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly related to math, science and reading achievement. Our models account...

Persistent link: https://www.econbiz.de/10011449993

Dualism and cross-country growth regressions

Temple, Jonathan; Woessmann, Ludger - 2004

This paper examines whether growth regressions should incorporate dualism and structural change. If there is a differential across sectors in the marginal product of labour, changes in the structure of employment can raise aggregate total factor productivity. The paper develops empirical growth...

Persistent link: https://www.econbiz.de/10011451098

Shadow economies around the world : new results for 158 countries over 1991-2015

Medina, Leandro; Schneider, Friedrich - 2017 - Revised version

Using the MIMIC method, this paper is a first attempt to estimate the size of the shadow economy of 158 countries over the period 1991 up to 2015. In addition to performing a variety of robustness tests, this paper explicitly addresses endogeneity concerns to the use of GDP as cause and...

Persistent link: https://www.econbiz.de/10011646238

Virtually no effect? : different uses of classroom computers and their effect on student achievement

Falck, Oliver; Mang, Constantin; Woessmann, Ludger - 2015

Most studies find little to no effect of classroom computers on student achievement. We suggest that this null effect may combine positive effects of computer uses without equivalently effective alternative traditional teaching practices and negative effects of uses that substitute more...

Persistent link: https://www.econbiz.de/10010496971