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Persistent link: https://www.econbiz.de/10001449921
we combine individual-level data from the European and World Values Survey with macroeconomic and political variables for …
Persistent link: https://www.econbiz.de/10003810895
"Estimations of the size and development of the shadow economy for 145 countries, including developing, transition and highly developed OECD economies over the period 1999 to 2003 are presented. The average size of the shadow economy (as a percent of "official" GDP) in 2002/03 in 96 developing...
Persistent link: https://www.econbiz.de/10003375229
In theory, one of the main benefits of financial globalization is that it should allow for more efficient international risk sharing. In this paper, we provide a comprehensive empirical evaluation of the patterns of risk sharing among different groups of countries and examine how international...
Persistent link: https://www.econbiz.de/10003586563
This paper makes two contributions to the literature on the determinants of international migration flows. First, we compile a new dataset on annual bilateral migration flows covering 15 OECD destination countries and 120 sending countries for the period 1980-2006. We also collect data on...
Persistent link: https://www.econbiz.de/10009550658
Using logistic and multilevel logistic modelling we examine non-response at the school and pupil level to the important educational achievement survey Programme for International Student Assessment (PISA) for England. The analysis exploits unusually rich auxiliary information on all schools and...
Persistent link: https://www.econbiz.de/10010398731
The international surveys of pupil achievement - PISA, TIMSS, and PIRLS - have been widely used to compare socioeconomic gradients in children's cognitive abilities across countries. Socioeconomic status is typically measured drawing on children's reports of family or home characteristics rather...
Persistent link: https://www.econbiz.de/10010398844
Students in some countries do far better on international achievement tests than students in other countries. Is this all due to differences in what students bring with them to school – socio-economic background, cultural factors, and the like? Or do school systems make a difference? This...
Persistent link: https://www.econbiz.de/10011493943
common component, we find evidence for a "world business cycle" as well as evidence for a distinct European common component …
Persistent link: https://www.econbiz.de/10011411238
estimating panel regressions for a world and an OECD country sample. The empirical results suggest a positive correlation between …
Persistent link: https://www.econbiz.de/10003260831