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Harming the best : how schools affect the black-white achievement gap

Hanushek, Eric Alan; Rivkin, Steven G. - In: Journal of policy analysis and management : the journal … 28 (2009) 3, pp. 366-393

Persistent link: https://www.econbiz.de/10003916960

Harming the best : how schools affect the black-white achievement gap

Hanushek, Eric Alan; Rivkin, Steven G. - 2008

Persistent link: https://www.econbiz.de/10003746081

Some US evidence on how the distribution of educational outcomes can be changed

Hanushek, Eric Alan - In: Schools and the equal opportunity problem, (pp. 159-190). 2007

Persistent link: https://www.econbiz.de/10003501129

What if there are no 'best practices'?

Hanushek, Eric Alan - In: Scottish journal of political economy : the journal of … 51 (2004) 2, pp. 156-172

Persistent link: https://www.econbiz.de/10002069799

Addressing cross-national generalizability in educational impact evaluation

Hanushek, Eric Alan - 2019

Persistent link: https://www.econbiz.de/10011982631

Does educational tracking affect performance and inequality? : Differences-in-differences evidence across countries

Hanushek, Eric Alan (contributor); … - 2005

Persistent link: https://www.econbiz.de/10003755669

Does educational tracking affect performance and inequality? : Differences-in-differences evidence across countries

Hanushek, Eric Alan; Woessmann, Ludger - In: The economic journal : the journal of the Royal … 116 (2006), pp. 63-76

Persistent link: https://www.econbiz.de/10003307583

The economics of international differences in educational achievement

Hanushek, Eric Alan; Woessmann, Ludger - 2010

Persistent link: https://www.econbiz.de/10008663562

The economics of international differences in educational achievement

Hanushek, Eric Alan; Woessmann, Ludger - 2011

Persistent link: https://www.econbiz.de/10008738211

Does educational tracking affect performance and inequality? : Differences-in-differences evidence across countries

Hanushek, Eric Alan (contributor); … - 2005

Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we employ an international...

Persistent link: https://www.econbiz.de/10003302215