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Understanding gender differences in stem : evidence from college applications
Delaney, Judith; Devereux, Paul J. - 2019
Persistent link: https://www.econbiz.de/10012125011
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Choosing differently? : college application behavior and the persistence of educational advantage
Delaney, Judith; Devereux, Paul J. - 2020
Persistent link: https://www.econbiz.de/10012219789
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The information value of central school exams
Schwerdt, Guido; Woessmann, Ludger - In: Economics of education review 56 (2017), pp. 65-79
Persistent link: https://www.econbiz.de/10011845561
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Earnings returns to the British education expansion
Devereux, Paul J.; Fan, Wen - In: Economics of education review 30 (2011) 6, pp. 1153-1166
Persistent link: https://www.econbiz.de/10009491345
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Central exams and adult skills : evidence from PIAAC
Leschnig, Lisa; Schwerdt, Guido; Zigova, Katarina - In: Economics of education review 90 (2022), pp. 1-20
Persistent link: https://www.econbiz.de/10013455925
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Understanding gender differences in STEM : evidence from college applications✰
Delaney, Judith; Devereux, Paul J. - In: Economics of education review 72 (2019), pp. 219-238
Persistent link: https://www.econbiz.de/10012213940
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Gender differences in college applications : Aspiration and risk management
Delaney, Judith; Devereux, Paul J. - In: Economics of education review 80 (2021), pp. 1-16
Persistent link: https://www.econbiz.de/10012643807
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Choosing differently? : college application behavior and the persistence of educational advantage
Delaney, Judith; Devereux, Paul J. - In: Economics of education review 77 (2020), pp. 1-18
Persistent link: https://www.econbiz.de/10012486586
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Does early educational tracking increase migrant-native achievement gaps? : differences-in-differences evidence across countries
Ruhose, Jens; Schwerdt, Guido - In: Economics of education review 52 (2016), pp. 134-154
Persistent link: https://www.econbiz.de/10011586596
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Is traditional teaching really all that bad? : a within-student between-subject approach
Schwerdt, Guido; Wuppermann, Amelie - In: Economics of education review 30 (2011) 2, pp. 365-379
Persistent link: https://www.econbiz.de/10009297261