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Educational hurdles on the way to structural assimilation in Germany
Kalter, Frank; Granato, Nadia - In: Unequal chances : ethnic minorities in Western labour …, (pp. 271-319). 2007
Persistent link: https://www.econbiz.de/10003671160
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Hinter den Fassaden : zur Ungleichverteilung von Armut, Reichtum, Bildung und Ethnie in den deutschen Städten
Helbig, Marcel - 2023
Persistent link: https://www.econbiz.de/10014437449
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Ist das Ende der Hauptschule aufzuhalten?: Ein informationsökonomischer Beitrag zur Wirkung alternativer Schulregulierungsstrategien auf das Schulnachfrageverhalten
Backes-Gellner, Uschi; Weckmüller, Heiko - In: Deregulierung und Finanzierung des Bildungswesens, (pp. 49-77). 1998
Persistent link: https://www.econbiz.de/10001365620
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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
quasi-random assignment of students to different class sizes based on maximum class size rules. In Germany, students are …
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 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
quasi-random assignment of students to different class sizes based on maximum class size rules. In Germany, students are …
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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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
quasi-random assignment of students to different class sizes based on maximum class size rules. In Germany, students are …
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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Are 12 years of schooling sufficient for preparation for tertiary education? : evidence from the reform of secondary school duration in Germany ; conference paper
Meyer, Tobias; Thomsen, Stephan L. - 2014 - This version: February 28, 2014
An important education reform in Germany reduced the duration of university preparatory schooling from 13 to 12 years …
Persistent link: https://www.econbiz.de/10010481255