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The marginal effect of K-12 English language development programs : evidence from Los Angeles schools
Pope, Nolan G. - In: Economics of education review 53 (2016), pp. 311-328
Persistent link: https://www.econbiz.de/10011623032
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A teacher who knows me : the academic benefits of repeat student-teacher matches
Hill, Andrew J.; Jones, Daniel B. - In: Economics of education review 64 (2018), pp. 1-12
Persistent link: https://www.econbiz.de/10012002417
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Who believes in me? : the effect of student-teacher demographic match on teacher expectations
Gershenson, Seth; Holt, Stephen B.; Papageorge, Nicholas W. - In: Economics of education review 52 (2016), pp. 209-224
Persistent link: https://www.econbiz.de/10011587044
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Centralized college admissions and student composition
Machado, Cecilia; Szerman, Christiane - In: Economics of education review 85 (2021), pp. 1-14
Persistent link: https://www.econbiz.de/10013362403
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Does student-teacher race match affect course grades?
Harbatkin, Erica - In: Economics of education review 81 (2021), pp. 1-7
Persistent link: https://www.econbiz.de/10012643843
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Let's stay together : the effects of repeat student-teacher matches on academic achievement
Albornoz, Facundo; Contreras, David; Upward, Richard - In: Economics of education review 94 (2023), pp. 1-14
Persistent link: https://www.econbiz.de/10014424243
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Attending a school with heterogeneous peers : the effects of school detracking and its attenuation
Kwak, Do Won; Jin Young Lee - In: Economics of education review 94 (2023), pp. 1-15
Persistent link: https://www.econbiz.de/10014425238
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Charter school authorizers and student achievement
Carlson, Deven; Lavery, Lesley; Witte, John F. - In: Economics of education review 31 (2012) 2, pp. 254-267
Persistent link: https://www.econbiz.de/10009540193
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The effects of early tracking on student performance : evidence from a school reform in Bavaria
Piopiunik, Marc - In: Economics of education review 42 (2014), pp. 12-33
Persistent link: https://www.econbiz.de/10010511606
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Are there peer effects associated with having English Language Learner classmates? : evidence from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K)
Cho, Rosa Minhyo - In: Economics of education review 31 (2012) 5, pp. 629-643
Persistent link: https://www.econbiz.de/10009733784