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Does class size matter for school tracking outcomes after elementary school? : quasi-experimental evidence using administrative panel data from Germany

Argaw, Bethlehem Asres; Puhani, Patrick A. - 2017

We use administrative panel data on about a quarter of a million students in the German state of Hesse to estimate the causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the quasi-random assignment of students to different class...

Persistent link: https://www.econbiz.de/10012129878

Does class size matter for school tracking outcomes after elementary school? : quasi-experimental evidence using administrative panel data from Germany

Argaw, Bethlehem Asres; Puhani, Patrick A. - In: Economics of education review 65 (2018), pp. 48-57

Persistent link: https://www.econbiz.de/10012002530

Does class size matter for school tracking outcomes after elementary school? : quasi-experimental evidence using administrative panel data from Germany

Argaw, Bethlehem A.; Puhani, Patrick A. - 2017

We use administrative panel data on about a quarter of a million students in the German state of Hesse to estimate the causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the quasi-random assignment of students to different class...

Persistent link: https://www.econbiz.de/10011775947

Does class size matter for school tracking outcomes after elementary school? : quasi-experimental evidence using administrative panel data from Germany

Argaw, Bethlehem A.; Puhani, Patrick A. - 2017

Persistent link: https://www.econbiz.de/10011799738

Does class size matter for school tracking outcomes after elementary school? : quasi-experimental evidence using administrative panel data from Germany

Argaw, Bethlehem A.; Puhani, Patrick A. - 2017

We use administrative panel data on about a quarter of a million students in the German state of Hesse to estimate the causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the quasi-random assignment of students to different class...

Persistent link: https://www.econbiz.de/10011812580

Does class size matter for school tracking outcomes after elementary school? : quasi-experimental evidence using administrative panel data from Germany

Argaw, Bethlehem Asres; Puhani, Patrick A. - 2017

Persistent link: https://www.econbiz.de/10011906990

Does Class Size Matter for School Tracking Outcomes after Elementary School? Quasi-Experimental Evidence Using Administrative Panel Data from Germany

Argaw, Bethlehem - 2017

We use administrative panel data on about a quarter of a million students in the German state of Hesse to estimate the causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the quasi-random assignment of students to different class...

Persistent link: https://www.econbiz.de/10012940851

Long-term consequences of secondary school vouchers : evidence from administrative records in Colombia

Angrist, Joshua D.; Bettinger, Eric; Kremer, Michael - 2004

Persistent link: https://www.econbiz.de/10002188419

Long-term educational consequences of secondary school vouchers : evidence from administrative records in Colombia

Angrist, Joshua D.; Bettinger, Eric; Kremer, Michael - In: The American economic review 96 (2006) 3, pp. 847-862

Persistent link: https://www.econbiz.de/10003349290

The effects of public high school subsidies on student test scores : the case of a full-day high school in Pernambuco, Brazil

Rosa, Leonardo; Bettinger, Eric; Carnoy, Martin; … - In: Economics of education review 87 (2022), pp. 1-15

Persistent link: https://www.econbiz.de/10013197942

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