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Intergenerational mobility and the rise and fall of inequality: Lessons from Latin America
Neidhöfer, Guido - 2018
. Following the same methodology, the influence of economic growth and public education is evaluated: both are positively …
Persistent link: https://www.econbiz.de/10011933948
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Social mobility and economic development
Neidhöfer, Guido; Ciaschi, Matías; Gasparini, Leonardo; … - 2021
We explore the role of social mobility as a driver of economic development. First, we map the geography of … intergenerational mobility of education for 52 Latin American regions, as well as its evolution over time. Then, through a new weighting … that increasing social mobility had a significant and robust effect on the development of Latin American regions. …
Persistent link: https://www.econbiz.de/10012698580
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Access, achievements, and aspirations: The impacts of school tracking on student outcomes
Bach, Maximilian; Klein, Thilo; McNamara, Sarah - 2024
Though the use of tracking policies to stratify students is commonplace, evi- dence concerning the effects of ability-based tracking on student performance is mixed. Using rich data from the Hungarian secondary school centralized assignment mechanism and a quasi-experimental framework, we find...
Persistent link: https://www.econbiz.de/10015211862
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Double Standards in Educational Standards: Are Disadvantaged Students Being Graded More Leniently?
Himmler, Oliver; Schwager, Robert - 2007
A simple model of decentralised graduation standards is presented. It is shown that a school whose students are disadvantaged on the labour market applies less demanding standards because such students have less incentives to graduate. The model's predictions are tested using Dutch school-level...
Persistent link: https://www.econbiz.de/10010297884
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Educational Effects of Early or Later Secondary School Tracking in Germany
Mühlenweg, Andrea Maria - 2007
This paper examines educational outcomes of pupils selected to secondary school types by different tracking regimes in a German state: Pupils are alternatively streamed after fourth grade or after sixth grade. Regression results indicate that, estimated on the mean, there are no negative effects...
Persistent link: https://www.econbiz.de/10010297979
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Noncognitive Skills, Internet Use and Educational Dropout
Coneus, Katja; Gernandt, Johannes; Saam, Marianne - 2008
education vanishes for males once we control for additional characteristics such as occupations, professional Internet use and …
Persistent link: https://www.econbiz.de/10010298055
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Grade Inflation, Social Background, and Labour Market Matching
Schwager, Robert - 2008
A model is presented where workers of differing abilities and from different social backgrounds are assigned to jobs based on grades received at school. It is examined how this matching is affected if good grades are granted to some low ability students. Such grade inflation is shown to reduce...
Persistent link: https://www.econbiz.de/10010298081
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Young and innocent international evidence on age effects within grades on school victimization in elementary school
Mühlenweg, Andrea M. - 2009
This study examines the impact of children's age within grade on school victimization in elementary school. Identification of age effects relies on the instrumental variables approach drawing on official school entry age rules based on children's month of birth. The empirical analysis uses the...
Persistent link: https://www.econbiz.de/10010298802
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Effects of age at school entry (ASE) on the development of non-cognitive skills: Evidence from psychometric data
Mühlenweg, Andrea M.; Blomeyer, Dorothea; Laucht, Manfred - 2011
We identify effects of age at school entry (ASE) on the development of child temperament. Our analysis is based on …
Persistent link: https://www.econbiz.de/10010304336
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Double Standards in Educational Standards: Are Disadvantaged Students Being Graded More Leniently?
Himmler, Oliver; Schwager, Robert - Zentrum für Europäische Wirtschaftsforschung (ZEW) - 2007
A simple model of decentralised graduation standards is presented. It is shown that a school whose students are disadvantaged on the labour market applies less demanding standards because such students have less incentives to graduate. The model's predictions are tested using Dutch school-level...
Persistent link: https://www.econbiz.de/10005097491