The Polish educational reform in 1999 is often considered successful as the results of the Polish students, and especially that of the low-performers, on the OECD PISA tests have improved significantly since the introduction of the new system. The reform extended the previous 8-year undivided...

Educational systems can be characterized by a complex structure: students, classes and teachers, schools and principals, and providers of education. The added value of schools is likely influenced by all these levels and, especially, by interactions between them. We illustrate the ability of...

We estimate the effect of the 1999 education reform in Poland on employment and earnings. The 1999 education reform in Poland replaced the previous 8 years of general and 3/4/5 years of tracked secondary education with 9 years of general and 3/3/4 years of tracked upper-secondary education. The...

The aim of this paper is to quantify how much of the initial wage differentials of young workers is explained by the secondary school they attended, and to disentangle the (descriptive) channels contributing to these differences. The analysis is based on the HUN-REN CERS Admin3 database, taking...