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Is small really better? : testing some assumptions about High School size
Schneider, Barbara; Wyse, Adam E.; Keesler, Venessa - In: Brookings papers on education policy (2006/07), pp. 15-47
Persistent link: https://www.econbiz.de/10003489929
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School consolidation and inequality
Berry, Christopher R. - In: Brookings papers on education policy (2006/07), pp. 49-75
Persistent link: https://www.econbiz.de/10003489932
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The effects of school size on parental involvement and social capital : evidence from the ELS:2002
Dee, Thomas S.; Ha, Wei; Jacob, Brian A. - In: Brookings papers on education policy (2006/07), pp. 77-97
Persistent link: https://www.econbiz.de/10003489944
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Optimal context size in elementary schools : disentangling the effects of class size and school size
Ready, Douglas D.; Lee, Valerie E. - In: Brookings papers on education policy (2006/07), pp. 99-135
Persistent link: https://www.econbiz.de/10003489964
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Class size and school size : talking the trade-offs seriously
Harris, Douglas N. - In: Brookings papers on education policy (2006/07), pp. 137-161
Persistent link: https://www.econbiz.de/10003489968
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High School size, organization and content : what matters for student success?
Darling-Hammond, Linda; Ross, Peter; Milliken, Michael - In: Brookings papers on education policy (2006/07), pp. 163-203
Persistent link: https://www.econbiz.de/10003489974
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What have researchers learned from project STAR?
Schanzenbach, Diane Whitmore - In: Brookings papers on education policy (2006/07), pp. 205-228
Persistent link: https://www.econbiz.de/10003489979
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How to improve the supply of high-quality teachers
Hanushek, Eric Alan; Rivkin, Steven G. - In: Brookings papers on education policy (2004), pp. 7-25
Persistent link: https://www.econbiz.de/10002087670
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Why some schools have more underqualified teachers than others
Ingersoll, Richard M. - In: Brookings papers on education policy (2004), pp. 45-71
Persistent link: https://www.econbiz.de/10002087674
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The ed schools's romance with progressivism
Labaree, David F. - In: Brookings papers on education policy (2004), pp. 89-112
Persistent link: https://www.econbiz.de/10002087675