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The Dallas school accountability and incentive program : an evaluation of its impacts on student outcomes
Ladd, Helen F. - In: Economics of education review 18 (1999) 1, pp. 1-16
Persistent link: https://www.econbiz.de/10001253113
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One year of preschool or two : is it important for adult outcomes?
Arteaga, Irma; Humpage, Sarah; Reynolds, Arthur J.; … - In: Economics of education review 40 (2014), pp. 221-237
Persistent link: https://www.econbiz.de/10010491953
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Skills, productivity and the evaluation of teacher performance
Harris, Douglas N.; Sass, Tim Roger - In: Economics of education review 40 (2014), pp. 183-204
Persistent link: https://www.econbiz.de/10010491958
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The impact of Israel's class-based affirmative action policy on admission and academic outcomes
Alon, Sigal; Malamud, Ofer - In: Economics of education review 40 (2014), pp. 123-139
Persistent link: https://www.econbiz.de/10010491968
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The value of earning for learning : performance bonuses in immigrant language training
Åslund, Olof; Engdahl, Mattias - In: Economics of education review 62 (2018), pp. 192-204
Persistent link: https://www.econbiz.de/10012002296
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Early impacts of college aid
Cáceres-Delpiano, Julio; Giolito, Eugenio P.; … - In: Economics of education review 63 (2018), pp. 154-166
Persistent link: https://www.econbiz.de/10012002390
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Are states winning the fight? : evidence on the impact of state laws on bullying in schools
Manzella, Julia - In: Economics of education review 64 (2018), pp. 261-281
Persistent link: https://www.econbiz.de/10012002432
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Can UTeach? : assessing the relative effectiveness of STEM teachers
Backes, Benjamin; Goldhaber, Daniel D.; Cade, Whitney; … - In: Economics of education review 64 (2018), pp. 184-198
Persistent link: https://www.econbiz.de/10012002437
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Measuring teacher non-cognitive skills and its impact on students : insight from the Measures of Effective Teaching Longitudinal Database
Cheng, Albert; Zamarro, Gema - In: Economics of education review 64 (2018), pp. 251-260
Persistent link: https://www.econbiz.de/10012002467
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Through the looking glass : can classroom observation and coaching improve teacher performance in Brazil?
Bruns, Barbara; Costa, Leandro; Cunha, Nina Menezes - In: Economics of education review 64 (2018), pp. 214-250
Persistent link: https://www.econbiz.de/10012002485