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Does school type affect cognitive and non-cognitive development in children? : evidence from Australian primary schools
Nghiem, Hong Son; Ha Trong Nguyen; Khanam, Rashida; … - In: Labour economics : official journal of the European … 33 (2015), pp. 55-65
Persistent link: https://www.econbiz.de/10011437945
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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. - In: Economics of education review 65 (2018), pp. 48-57
Persistent link: https://www.econbiz.de/10012002530
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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 A.; Puhani, Patrick A. - 2017
causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the … tracked into more or less academic middle school types at about age ten based, to a large extent, on academic achievement in … elementary school. We mostly find no or small effects of class size in elementary school on receiving a recommendation or on the …
Persistent link: https://www.econbiz.de/10011812580
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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
Persistent link: https://www.econbiz.de/10011906990
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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
causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the … tracked into more or less academic middle school types at about age ten based, to a large extent, on academic achievement in … elementary school. We mostly find no or small effects of class size in elementary school on receiving a recommendation or on the …
Persistent link: https://www.econbiz.de/10012129878
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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 A.; Puhani, Patrick A. - 2017
causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the … tracked into more or less academic middle school types at about age ten based, to a large extent, on academic achievement in … elementary school. We mostly find no or small effects of class size in elementary school on receiving a recommendation or on the …
Persistent link: https://www.econbiz.de/10011775947
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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 A.; Puhani, Patrick A. - 2017
Persistent link: https://www.econbiz.de/10011799738
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The gender gap in mathematics achievement : evidence from Italian data
Di Tommaso, Maria Laura; Mendolia, Silvia; Contini, Dalit - 2016
gender gap using OLS regression and school fixed-effect models for each grade separately. Our results show that girls … consistently lower than those of boys at all school years, even conditional on previous scores. …
Persistent link: https://www.econbiz.de/10011502754
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Ability, families, education and earnings in Britain
Dearden, Lorraine - 1998
Persistent link: https://www.econbiz.de/10000668478
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Ability, families, education and earnings in Britain
Dearden, Lorraine - 1998
The paper estimates the returns to education for a cohort of individuals born in Britain in March 1958 who have been followed since birth until the age of 33. The data used has a wealth of information on family background including parental education, social class and interest shown in the...
Persistent link: https://www.econbiz.de/10011537558