Article	Author(s)	Education is article's primary focus	Plus, article contains dismissive review(s)	Dismissive quote	Type of dismissive review	Title	Number	Source	Funders	Notes
	2000						Year 2000
1	Orley Ashenfelter, Colm Harmon & Hessel Oosterbeek	1		no DRs found		A Review of Estimates of the Schooling/Earnings Relationship, with Tests for Publication Bias	7457	JANUARY 2000 - WORKING PAPER 7457	"Harmon acknowledged the support of a research award under the terms of the President’s Award Scheme in University College Dublin"
2	Bruce Sacerdote	2	1	"Becker's work has revolutionized the social sciences by postulating that human behavior in a wide variety of areas can be understood as individual optimization subject to constraints. Noticeably absent from much of the work that has followed is a discussion of the importance of social interactions in determining individual behavior" p.2	Dismissive	Peer Effects with Random Assignment: Results for Dartmouth Roommates	7469	JANUARY 2000 - WORKING PAPER 7469
3	Raquel Fernandez & Richard Rogerson			N/A		Sorting and Long-Run Inequality	7508	JANUARY 2000 - WORKING PAPER 7508
4	Raghuram G. Rajan & Luigi Zingales			N/A		The Firm as a Dedicated Hierarchy: A Theory of the Origin and Growth of Firms	7546	FEBRUARY 2000 - WORKING PAPER 7546
5	George J. Borjas	3	2	"The large literature that analyzes the impact of immigration on the United States typically focuses on measuring the labor market and fiscal consequences. This literature, however, has ignored the impact of immigration on other sectors of society. One sector that is of great interest is the American..." Abstract	Dismissive	Foreign-Born Teaching Assistants and the Academic Performance of Undergraduates	7635	APRIL 2000 - WORKING PAPER 7635
	George J. Borjas			"Despite the rapid growth in the number of foreign students, little is known about their impact on the educational process" Abstract	Dismissive	Foreign-Born Teaching Assistants and the Academic Performance of Undergraduates	7635	APRIL 2000 - WORKING PAPER 7635
	George J. Borjas			"The literature tends to ignore the impact of immigration on other sectors of society." p.3	Dismissive	Foreign-Born Teaching Assistants and the Academic Performance of Undergraduates	7635	APRIL 2000 - WORKING PAPER 7635
	George J. Borjas			"Although it is recognized that the influx of large numbers of foreign students has altered the American university, little is known about the impact of this flow on the educational process itself" p.3	Dismissive	Foreign-Born Teaching Assistants and the Academic Performance of Undergraduates	7635	APRIL 2000 - WORKING PAPER 7635
6	David Card & Thomas Lemieux	4		no DRs found		Can Falling Supply Explain the Rising Return to College for Younger Men? A Cohort-Based Analysis	7655	APRIL 2000 - WORKING PAPER 7655	"This research was supported by CIRANO, the Center for Labor Economics at Berkeley, by SSHRC (Canada) and FCAR (Quebec) grants to Lemieux, and by an NICHD grant to Card through the NBER."
7	Alan Krueger & Diane Whitmore	5		no DRs found		The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR	7656	APRIL 2000 - WORKING PAPER 7656	"We thank the Smith Richardson Foundation for financial support"
8	David Card & Thomas Lemieux	6		no DRs found		Dropout and Enrollment Trends in the Post-War Period: What Went Wrong in the 1970s?	7658	APRIL 2000 - WORKING PAPER 7658	"This project was funded in part by the Center for Labor Economics at UC Berkeley and by a National Science Foundation grant to Card."
9	David Neumark & Mary Joyce	7	3	"A critical impediment to research on school-to-work programs has been the absence of large representative data sets with information on such programs. In contrast, the new NLSY (NLSY97) offers …" Abstract	Dismissive	Evaluating School-To-Work Programs Using the New NLSY	7719	MAY 2000 - WORKING PAPER 7719	"This research was supported by the U.S. Department of Labor, Office of the Assistant Secretary for Policy"
	David Neumark & Mary Joyce			"A critical impediment to research on school-to-work programs has been the absence of large representative data sets with information on such programs, in part, no doubt, because such programs were less prevalent and of less interest to policy makers in the past" p.2	Dismissive	Evaluating School-To-Work Programs Using the New NLSY	7719	MAY 2000 - WORKING PAPER 7719	"This research was supported by the U.S. Department of Labor, Office of the Assistant Secretary for Policy"
	David Neumark & Mary Joyce			"The existing research basis for the conclusion that school-to-work programs would improve labor market outcomes is weak" p.3	Denigrating	Evaluating School-To-Work Programs Using the New NLSY	7719	MAY 2000 - WORKING PAPER 7719	"This research was supported by the U.S. Department of Labor, Office of the Assistant Secretary for Policy"
	David Neumark & Mary Joyce			"First, few studies have focused on labor market outcomes more than a year or two afler completion of the programs" p.3	Denigrating	Evaluating School-To-Work Programs Using the New NLSY	7719	MAY 2000 - WORKING PAPER 7719	"This research was supported by the U.S. Department of Labor, Office of the Assistant Secretary for Policy"
	David Neumark & Mary Joyce			"many of these studies do not construct a reasonable comparison group, let alone consider the problem of selection into the program on the basis of unobserved characteristics that might also be correlated with outcomes." p.3	Denigrating	Evaluating School-To-Work Programs Using the New NLSY	7719	MAY 2000 - WORKING PAPER 7719	"This research was supported by the U.S. Department of Labor, Office of the Assistant Secretary for Policy"
10	Mary Joyce, David Neumark	8		no DRs found		An Introduction to School-To-Work Programs in the NLSY97: How Prevalent are They, and Which Youths do They Serve?	7733	JUNE 2000 - WORKING PAPER 7733
11	Esther Duflo & Emmanuel Saez			N/A		Participation and Investment Decisions in a Retirement Plan: The Influence of Colleagues' Choices	7735	JUNE 2000 - WORKING PAPER 7735
12	Susan Dynarski	9	4	"We have little evidence with which to answer these questions. There is scant research concerning the impact of tuition subsidies on middle- and upper-income youth, for the simple reason that most existing aid programs focus on needy students" p.2	Dismissive	Hope for Whom? Financial Aid for the Middle Class and Its Impact on College Attendance	7756	JUNE 2000 - WORKING PAPER 7756	"Support from NBER Aging and Health Pre-and Post-Doctoral Fellowships and the Smith-Richardson Foundation is gratefully acknowledged."
	Susan Dynarski			"Despite the widespread attention paid Georgia’s HOPE Scholarship, there has been no rigorous evaluation of its impact upon college attendance" p.3	Dismissive, Denigrating	Hope for Whom? Financial Aid for the Middle Class and Its Impact on College Attendance	7756	JUNE 2000 - WORKING PAPER 7756	"Support from NBER Aging and Health Pre-and Post-Doctoral Fellowships and the Smith-Richardson Foundation is gratefully acknowledged."
	Susan Dynarski			"The effect of aid on college attendance is generally poorly identified in these studies" p.5	Denigrating	Hope for Whom? Financial Aid for the Middle Class and Its Impact on College Attendance	7756	JUNE 2000 - WORKING PAPER 7756	"Support from NBER Aging and Health Pre-and Post-Doctoral Fellowships and the Smith-Richardson Foundation is gratefully acknowledged."
13	David Card	10		no DRs found		Estimating the Return to Schooling: Progress on Some Persistent Econometric Problems	7769	JUNE 2000 - WORKING PAPER 7769		Does summarize past research, identifies it and circumscribes the boundaries of his search.
14	Joseph G. Altonji, Todd E. Elder & Christopher R. Taber	11		no DRs found		Selection on Observed and Unobserved Variables: Assessing the Effectiveness of Catholic Schools	7831	AUGUST 2000 - WORKING PAPER 7831	"We are grateful for support from the National Science Foundation (Altonji), the Nattional Institute of Child Health and Development (Altonji and Taber), and the Institute for Policy Research, Northwestern University."
15	Dennis Epple, Elizabeth Newlon & Richard Romano	12	5	"While conceptualiztion and quantification of the effects of tracking on students has and continues to be a focus of study by social scientists, we are aware of no research that views tracking as an equilibrium phonomenon." p.1	Dismissive	Ability Tracking, School Competition, and the Distribution of Educational Benefits	7854	AUGUST 2000 - WORKING PAPER 7854	"We appreciate financial support provided for this research by the National Science Foundation and MacArthur Foundation."
16	Esther Duflo	13	6	"Surprisingly, however, very little effort has been made to estimate returns to education using only exogenous variations in schooling." p.3.	Dismissive, Denigrating	Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment	7860	AUGUST 2000 - WORKING PAPER 7860
17	Anne Case, I-Fen Lin & Sara McLanahan	14		no DRs found		Educational Attainment in Blended Families	7874	SEPTEMBER 2000 - WORKING PAPER 7874
18	Julian R. Betts & Jeff Grogger	15	7	"Despite recent theoretical work and proposals from educational reformers, there is little empirical work on the effects of higher grading standards. In this paper …" Abstract	Dismissive	The Impact of Grading Standards on Student Achievement, Educational Attainment, and Entry-Level	7875	SEPTEMBER 2000 - WORKING PAPER 7875	"This research was supported by a grant from the American Educational Research Association which receives funds for its 'AERA Grants Program' from the National Science Foundation and the National Center for Education Statistis (U.S. Department of Education) under NSF Grant #RED-9452861"
	Julian R. Betts & Jeff Grogger			" … it is surprising how little empirical work has been devoted to understanding how other aspects of the educational environment affect student behavior. In particular, given economists’ general interests in incentive schemes, it is surprising how little empirical work has focused on educational incentives." p.1	Dismissive	The Impact of Grading Standards on Student Achievement, Educational Attainment, and Entry-Level	7875	SEPTEMBER 2000 - WORKING PAPER 7875	"This research was supported by a grant from the American Educational Research Association which receives funds for its 'AERA Grants Program' from the National Science Foundation and the National Center for Education Statistis (U.S. Department of Education) under NSF Grant #RED-9452861"
	Julian R. Betts & Jeff Grogger			"The only other empirical study that we know of that addresses similar questions is Lillard and DeCicca (forthcoming)." p.3	Dismissive	The Impact of Grading Standards on Student Achievement, Educational Attainment, and Entry-Level	7875	SEPTEMBER 2000 - WORKING PAPER 7875	"This research was supported by a grant from the American Educational Research Association which receives funds for its 'AERA Grants Program' from the National Science Foundation and the National Center for Education Statistis (U.S. Department of Education) under NSF Grant #RED-9452861"
19	Ronald G. Ehrenberg, John L. Cheslock & Julia Epifantseva	16	8	"Surprisingly, very little is known about the compensation structure faced by American college and university presidents."p.1	Dismissive	Paying our Presidents: What do Trustees Value?	7886	SEPTEMBER 2000 - WORKING PAPER 7886	"We are grateful to the Andrew W. Mellon foundation and other donors for their support of CHERI and our research."
	Ronald G. Ehrenberg, John L. Cheslock & Julia Epifantseva			"However, the few studies that have addressed private college and university presidents' compensation have only used cross-section data to explain differences in compensation across institutions." p.2	Dismissive, Denigrating	Paying our Presidents: What do Trustees Value?	7886	SEPTEMBER 2000 - WORKING PAPER 7886	"We are grateful to the Andrew W. Mellon foundation and other donors for their support of CHERI and our research."
20	Julie Berry Cullen, Brian Jacob & Steven Levitt	17	9	"Most of the evidence on the impact of open enrollment is anecdotal or from case studies." p.9	Denigrating	The Impact of School Choice on Student Outcomes: An Analysis of the Chicago Public Schools	7888	SEPTEMBER 2000 - WORKING PAPER 7888	"The National Science Foundation provided financial support."
21	Bruce Sacerdote			N/A		The Nature and Nurture of Economic Outcomes	7949	OCTOBER 2000 - WORKING PAPER 7949
22	Dennis Epple, David Figlio & Richard Romano	18		no DRs found		Competition Between Private and Public Schools: Testing Stratification and Pricing Predictions	7956	OCTOBER 2000 - WORKING PAPER 7956	"The authors gratefully acknowledge financial support from the National Science Foundation under grants SBR-9810615 (Figlio) and SBR-9601207 (Epple and Romano), and also the MacArthur Foundation."
23	David N. Figlio & Maurice E. Lucas	19	10	"While high standards have been advocated by policy-makers, business groups, and teacher unions, very little is known about their effects on outcomes." Abstract	Dismissive	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			"Most of the existing research on standards is theoretical, generally finding that standards have mixed effects on students." Abstract	Denigrating	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			"However, very little empirical work has to date been completed on this topic." Abstract	Dismissive	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			“This paper provides the first empirical evidence on the effects of grading standards, measured at the teacher level.” Abstract	1stness	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			"While high standards have been advocated by policy-makers, business groups, and teacher unions, very little is known about their effects on outcomes." p.1	Dismissive	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			"Most of the existing research on standards (including Becker and Rosen, 1990; Betts, 1998; Costrell, 1994) is theoretical, generally finding that standards have mixed effects on students." p.1	Denigrating	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			“However, very little empirical work has to date been completed on this topic." p.1	Dismissive	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			“We know of three empirical studies that examine the effects of standards on student outcomes." p.1	Dismissive	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			"Two current working papers (Betts, 1995; and Betts and Grogger, 2000) present the only empirical work that, to our knowledge, focuses on grading standards." p.1	Dismissive	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			“While the aforementioned papers provide careful and important evidence of the effects of grading standards, there are numerous gaps remaining in this literature.” p.1	Dismissive	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			“Third, the existing literature (as well as almost all of the work studying other determinants of student outcomes) focuses on students in upper grades rather than at the elementary level." p.2	Dismissive	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			"This paper is the first to address the effects of teacher-level grading standards on student achievement." p.2	1stness	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
	David N. Figlio & Maurice E. Lucas			"In addition, it is the first that uses multiple rounds of data on the same student so that the potential for omitted variables bias are much lower than is the case in cross-sectional analysis." p.2-3	1stness	Do High Grading Standards Affect Student Performance?	7985	OCTOBER 2000 - WORKING PAPER 7985
24	Daron Acemoglu & Jorn-Steffen Pischke	20	11	"Most studies in this area just relate schooling outcomes to family income in OLS equations." p.2	Denigrating	Changes in the Wage Structure, Family Income, and Children's Education	7986	OCTOBER 2000 - WORKING PAPER 7986	"Some of the work for this paper was undertaken while Pischke was visiting the Northwestern University/University of Chicago Joint Center for Poverty Research. He thanks the Center for their hospitality and financial support."
25	David Figlio & Jens Ludwig	21	12	"To date, research has focused almost exclusively on public-private differences in academic outcomes." p.1	Dismissive	Sex, Drugs, and Catholic Schools: Private Schooling and Non-Market Adolescent Behaviors	7990	NOVEMBER 2000 - WORKING PAPER 7990	"Thanks to the National Science Foundation and the American Educational Research Association for financial support."
	David Figlio & Jens Ludwig			"Yet despite the substantial interest in the effects of private schools on non-market behaviors, almost no systematic evidence is currently available on this point." p.2	Dismissive	Sex, Drugs, and Catholic Schools: Private Schooling and Non-Market Adolescent Behaviors	7990	NOVEMBER 2000 - WORKING PAPER 7990	"Thanks to the National Science Foundation and the American Educational Research Association for financial support."
	David Figlio & Jens Ludwig			"However, as this is the first study to explore the effects of private schooling on delinquency, to date this perception is merely speculation, rather than based on evidence." p.24	1stness	Sex, Drugs, and Catholic Schools: Private Schooling and Non-Market Adolescent Behaviors	7990	NOVEMBER 2000 - WORKING PAPER 7990	"Thanks to the National Science Foundation and the American Educational Research Association for financial support."
26	Charles T. Clotfelter	22	13	"However, much less is known about interracial contact within schools." p.1	Dismissive	Interracial Contact in High School Extracurricular Activities	7999	NOVEMBER 2000 - WORKING PAPER 7999
	Charles T. Clotfelter			" … but there is little formal research to document those imprressions." p.1	Dismissive	Interracial Contact in High School Extracurricular Activities	7999	NOVEMBER 2000 - WORKING PAPER 7999
	Charles T. Clotfelter			"What little research exists on the subject suggests that sports teams and other school organizations constitute significant terrain for the social adjustments to school desegregation." p.2	Dismissive	Interracial Contact in High School Extracurricular Activities	7999	NOVEMBER 2000 - WORKING PAPER 7999
	Charles T. Clotfelter			"Unfortunately, little is known about the quantitative effect of tracking on interracial contact" pp.3-4	Dismissive	Interracial Contact in High School Extracurricular Activities	7999	NOVEMBER 2000 - WORKING PAPER 7999
27	Paul Glewwe, Michael Kremer, Sylvie Moulin & Eric Zitzewitz	23		no DRs found		Retrospective vs. Prospective Analyses of School Inputs: The Case of Flip Charts in Kenya	8018	NOVEMBER 2000 - WORKING PAPER 8018	"We are grateful to the National Science Foundation and the World Bank research committee for support."
28	David N. Figlio & Maurice E. Lucas	24	14	"This paper takes the first look at the role that this type of added information plays in the capitalization of school quality measures. We use rich student test score and housing value data …." Abstract	1stness	What's in a Grade? School Report Cards and House Prices	8019	NOVEMBER 2000 - WORKING PAPER 8019	"Thanks to the School Board of Alachua County and the Alachua County Tax Collector's Office for providing the data used in this project. Figlio appreciates the financial support of the National Science Foundation through grant SBR-9810615."
	David N. Figlio & Maurice E. Lucas			"While a rarity one decade ago, today nearly every state routinely publishes 'school report cards' describing school academic outcoes, or at least releases student test performance data to media outlets for public distribution." p.1	Dismissive	What's in a Grade? School Report Cards and House Prices	8019	NOVEMBER 2000 - WORKING PAPER 8019	"Thanks to the School Board of Alachua County and the Alachua County Tax Collector's Office for providing the data used in this project. Figlio appreciates the financial support of the National Science Foundation through grant SBR-9810615."	As part of his Lake Wobegon Effect investigation in the 1980s, John J. Cannel asked every state for information on student test scores, and received detailed replies from most.
	David N. Figlio & Maurice E. Lucas			"Since the early 1990s, there has been a national trend toward increased accountability in education." p.1	Dismissive	What's in a Grade? School Report Cards and House Prices	8019	NOVEMBER 2000 - WORKING PAPER 8019	"Thanks to the School Board of Alachua County and the Alachua County Tax Collector's Office for providing the data used in this project. Figlio appreciates the financial support of the National Science Foundation through grant SBR-9810615."	How about since the late 1970s
	David N. Figlio & Maurice E. Lucas			"However, to date we know of no research that explores the effects of states' providing additional information about school quality besides test score data." p.2	Dismissive	What's in a Grade? School Report Cards and House Prices	8019	NOVEMBER 2000 - WORKING PAPER 8019	"Thanks to the School Board of Alachua County and the Alachua County Tax Collector's Office for providing the data used in this project. Figlio appreciates the financial support of the National Science Foundation through grant SBR-9810615."
	David N. Figlio & Maurice E. Lucas			"This paper provides the first evidence of the effects of school grade assignments on the housing market." p.25	1stness	What's in a Grade? School Report Cards and House Prices	8019	NOVEMBER 2000 - WORKING PAPER 8019	"Thanks to the School Board of Alachua County and the Alachua County Tax Collector's Office for providing the data used in this project. Figlio appreciates the financial support of the National Science Foundation through grant SBR-9810615."
29	David N. Figlio & Marianne E. Page	25	15	"Empirical studies of tracking effects, however, have produced little evidence to support the proponents' claims." p.2	1stness, Dismissive	School Choice and the Distributional Effects of Ability Tracking: Does Separation Increase Equality?	8055	DECEMBER 2000 - WORKING PAPER 8055	"The financial support of the National Science Foundation through grant SBR-9816629 is gratefully acknowledged."
	David N. Figlio & Marianne E. Page			"Although there is little evidence to support or refute these claims, we know of no study to date in which the potential benefits to low-ability students of receiving targeted instruction appear to outweigh the potential costs." p. 2	1stness, Dismissive	School Choice and the Distributional Effects of Ability Tracking: Does Separation Increase Equality?	8055	DECEMBER 2000 - WORKING PAPER 8055	"The financial support of the National Science Foundation through grant SBR-9816629 is gratefully acknowledged."
	2004						Year 2004
1	Eric Bettinger	1	1	"The Pell Grant program is the largest means-tested financial assistance available to postsecondary students across the United States, yet researchers have only limited evidence on the causal effects of these grants. This paper examines …." Abstract	Dismissive	How Financial Aid Affects Persistence	10242	JANUARY 2004 - WORKING PAPER 10242
	Eric Bettinger			"The paper uses unique, student-level data from all public colleges in Ohio." Abstract	1stness	How Financial Aid Affects Persistence	10242	JANUARY 2004 - WORKING PAPER 10242
	Eric Bettinger			"Yet despite this continued expansion of Pell, researchers have only limited evidence on the causal effects of these grants." p.1	Dismissive	How Financial Aid Affects Persistence	10242	JANUARY 2004 - WORKING PAPER 10242
	Eric Bettinger			"However, there is surprisingly little research measuring the causal effect of Pell grants on student outcomes in college (e.g. persistence, graduation)." p.1	Dismissive	How Financial Aid Affects Persistence	10242	JANUARY 2004 - WORKING PAPER 10242
	Eric Bettinger			"There are a number of reasons why more research has not investigated the effects of Pell grants on student collegiate outcomes. One reason is that researchers have difficulty distinguishing between the effects of family characteristics and the effects of Pell grants." p.2	Dismissive, Denigrating	How Financial Aid Affects Persistence	10242	JANUARY 2004 - WORKING PAPER 10242
	Eric Bettinger			"A final reason that researchers have been unable to identify the effects of Pell grants on outcomes is the absence of accurate data, in particular, the absence of accurate persistence and detailed financial data." p.3	Dismissive, Denigrating	How Financial Aid Affects Persistence	10242	JANUARY 2004 - WORKING PAPER 10242
	Eric Bettinger			"To examine the effects of Pell, this paper presents evidence from data gathered by the Ohio Board of Regents (OBR). These data do not have the shortcomings of other datasets and offer a level of detail on both persistence and financial variables that is not available in other data." p.4	1stness	How Financial Aid Affects Persistence	10242	JANUARY 2004 - WORKING PAPER 10242
2	Cecilia E. Rouse & Alan B. Krueger	2	2	"However, there are several reasons to suspect the results may be overly optimistic." p.3	Denigrating	Putting Computerized Instruction to the Test: A Randomized Evaluation of a "Scientifically-based" Reading Program	10315	FEBRUARY 2004 - WORKING PAPER 10315	"Finally we thank the Smith Richardson Foundation and the Education Research Section at Princeton University for financial support"
	Cecilia E. Rouse & Alan B. Krueger			"Available evidence on whether computers actually make a difference for students is quite small and the results are mixed" p.4	Dismissive	Putting Computerized Instruction to the Test: A Randomized Evaluation of a "Scientifically-based" Reading Program	10315	FEBRUARY 2004 - WORKING PAPER 10315	"Finally we thank the Smith Richardson Foundation and the Education Research Section at Princeton University for financial support"
3	Dirk Krueger & Jessica Tjornhom Donohue			N/A		On the Distributional Consequences of Child Labor Legislation	10347	MARCH 2004 - WORKING PAPER 10347
4	George J. Borjas	3	3	"Remarkably, there has been practically no research analyzing the costs and benefits of foreign students. We know almost nothing about their impact on the higher education system, their impact on the U.S. labor market, and their impact on the economies of the source" p.2	Dismissive	Do Foreign Students Crowd Out Native Students from Graduate Programs?	10349	MARCH 2004 - WORKING PAPER 10349
5	Susan M. Dynarski	4		no DRs found		Tax Policy and Education Policy: Collision or Coordination? A Case Study of the 529 and Coverdell Saving Incentives	10357	MARCH 2004 - WORKING PAPER 10357	"I gratefully acknowledge support from NBER-National Institute on Aging Grants P30-AG12810 and K12- AG000983."
6	David Card & Alan B. Krueger	5		no DRs found		Would the Elimination of Affirmative Action Affect Highly Qualified Minority Applicants? Evidence from California and Texas	10366	MARCH 2004 - WORKING PAPER 10366
7	Eric Bettinger & Bridget Terry Long	6	4	"Despite the growing debate and the thousands of under prepared students who enter college each year, there is almost no research on the impact of remediation on student outcomes. This project …." Abstract	Dismissive	Shape Up or Ship Out: The Effects of Remediation on Students at Four-Year Colleges	10369	MARCH 2004 - WORKING PAPER 10369	"The authors thank the Ohio Board of Regents for their support during this research project. Rod Chu, Darrell Glenn, Robert Sheehan, and Andy Lechler provided invaluable help with the data. In addition, the Lumina Foundation provided crucial funding to aid in this research."
	Eric Bettinger & Bridget Terry Long			"However, despite the proliferation of remediation, little is known about its effects on student outcomes." p.1	Dismissive	Shape Up or Ship Out: The Effects of Remediation on Students at Four-Year Colleges	10369	MARCH 2004 - WORKING PAPER 10369	"The authors thank the Ohio Board of Regents for their support during this research project. Rod Chu, Darrell Glenn, Robert Sheehan, and Andy Lechler provided invaluable help with the data. In addition, the Lumina Foundation provided crucial funding to aid in this research."
	Eric Bettinger & Bridget Terry Long			"Despite the growing debate on remediation and the thousands of underprepared students who enter the nation’s higher education institutions each year, little is known about the effects of remediation on student outcomes." p.2	Dismissive	Shape Up or Ship Out: The Effects of Remediation on Students at Four-Year Colleges	10369	MARCH 2004 - WORKING PAPER 10369	"The authors thank the Ohio Board of Regents for their support during this research project. Rod Chu, Darrell Glenn, Robert Sheehan, and Andy Lechler provided invaluable help with the data. In addition, the Lumina Foundation provided crucial funding to aid in this research."
	Eric Bettinger & Bridget Terry Long			"After assessing the literature on remediation, the Ohio Board of Regents (2001) concluded that there were no benchmarks by which to judge the success of higher education's remediation efforts." p.2-3	Dismissive	Shape Up or Ship Out: The Effects of Remediation on Students at Four-Year Colleges	10369	MARCH 2004 - WORKING PAPER 10369	"The authors thank the Ohio Board of Regents for their support during this research project. Rod Chu, Darrell Glenn, Robert Sheehan, and Andy Lechler provided invaluable help with the data. In addition, the Lumina Foundation provided crucial funding to aid in this research."
	Eric Bettinger & Bridget Terry Long			"Likewise, two reviews of the literature on remedial and developmental education found the bulk of studies to be seriously flawed methodologically (O’Hear and MacDonald, 1995; Boylan and Saxon, 1999)." p.3	Denigrating	Shape Up or Ship Out: The Effects of Remediation on Students at Four-Year Colleges	10369	MARCH 2004 - WORKING PAPER 10369	"The authors thank the Ohio Board of Regents for their support during this research project. Rod Chu, Darrell Glenn, Robert Sheehan, and Andy Lechler provided invaluable help with the data. In addition, the Lumina Foundation provided crucial funding to aid in this research."
	Eric Bettinger & Bridget Terry Long			"The lack of analysis on the effects of remediation is partly due to a lack of data." p.3	Dismissive	Shape Up or Ship Out: The Effects of Remediation on Students at Four-Year Colleges	10369	MARCH 2004 - WORKING PAPER 10369	"The authors thank the Ohio Board of Regents for their support during this research project. Rod Chu, Darrell Glenn, Robert Sheehan, and Andy Lechler provided invaluable help with the data. In addition, the Lumina Foundation provided crucial funding to aid in this research."
	Eric Bettinger & Bridget Terry Long			"This paper meets these requirements using a unique, longitudinal dataset from the Ohio Board of Regents (OBR)." p.3	1stness	Shape Up or Ship Out: The Effects of Remediation on Students at Four-Year Colleges	10369	MARCH 2004 - WORKING PAPER 10369	"The authors thank the Ohio Board of Regents for their support during this research project. Rod Chu, Darrell Glenn, Robert Sheehan, and Andy Lechler provided invaluable help with the data. In addition, the Lumina Foundation provided crucial funding to aid in this research."
	Eric Bettinger & Bridget Terry Long			"...this paper addresses a hole in the literature and discusses how higher education attempts to assimilate under prepared students and train them for future college-level work and labor market success. " p.3	Dismissive	Shape Up or Ship Out: The Effects of Remediation on Students at Four-Year Colleges	10369	MARCH 2004 - WORKING PAPER 10369	"The authors thank the Ohio Board of Regents for their support during this research project. Rod Chu, Darrell Glenn, Robert Sheehan, and Andy Lechler provided invaluable help with the data. In addition, the Lumina Foundation provided crucial funding to aid in this research."
	Eric Bettinger & Bridget Terry Long			"Additionally, given the system-wide nature of the data, we are able to distinguish between students who withdraw from school altogether and those who transfer to any other Ohio public colleges, an improvement over the information available in most studies." pp.3-4	Denigrating	Shape Up or Ship Out: The Effects of Remediation on Students at Four-Year Colleges	10369	MARCH 2004 - WORKING PAPER 10369	"The authors thank the Ohio Board of Regents for their support during this research project. Rod Chu, Darrell Glenn, Robert Sheehan, and Andy Lechler provided invaluable help with the data. In addition, the Lumina Foundation provided crucial funding to aid in this research."
8	Eric Bettinger & Bridget Terry Long	7	5	"However, little research exists to document these claims. This paper attempts to fill this void using a unique dataset of students at public, four-year colleges in Ohio" Abstract	1stness, Dismissive	Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success	10370	MARCH 2004 - WORKING PAPER 10370
	Eric Bettinger & Bridget Terry Long			"Surprisingly, however, little research exists to document any of the positive or negative claims in relation to alternative instructors or the tradeoffs that are faced when using them." p.3	Dismissive	Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success	10370	MARCH 2004 - WORKING PAPER 10370
	Eric Bettinger & Bridget Terry Long			" … little is known about the role of instructor quality in higher education or how to measure it." p.3	Dismissive	Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success	10370	MARCH 2004 - WORKING PAPER 10370
	Eric Bettinger & Bridget Terry Long			"Similarly, only two studies could be found on the effect of graduate assistant instructors on student outcomes and they rely on relatively small samples with little information on student background. Moreover, none of the work compares the relative effectiveness of different types of instructors." p.3	Dismissive, Denigrating	Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success	10370	MARCH 2004 - WORKING PAPER 10370
	Eric Bettinger & Bridget Terry Long			"One reason for the lack of research in these areas is the inability to link individual collegiate outcomes to instructors' characteristics … Therefore, researchers are unable to identify the characteristics of the faculty members that teach and advise students. However, this study attempts to fill this gap using a unique longitudinal dataset." p.3	Dismissive	Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success	10370	MARCH 2004 - WORKING PAPER 10370
	Eric Bettinger & Bridget Terry Long			"In contrast, research about the connection between instructor characteristics and student outcomes in higher education is virtually absent from the literature. The few studies that exist focus on the effect of particular types of graduate assistants, rely on relatively small samples, and do not have much information on student background." p.5	Dismissive, Denigrating	Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success	10370	MARCH 2004 - WORKING PAPER 10370
	Eric Bettinger & Bridget Terry Long			"Therefore, this paper addresses a considerable gap in the postsecondary literature about the effects of different kinds of instructors." p.5	Dismissive	Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success	10370	MARCH 2004 - WORKING PAPER 10370
	Eric Bettinger & Bridget Terry Long			"While little is known about the impact of adjuncts on student outcomes, several papers document the growing use of adjuncts." p.5	Dismissive	Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success	10370	MARCH 2004 - WORKING PAPER 10370
	Eric Bettinger & Bridget Terry Long			"Using a unique dataset with the ability to link student outcomes to faculty characteristics, this is the first large-scale study on the impact of using alternative instructors in higher education" p.24	1stness	Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success	10370	MARCH 2004 - WORKING PAPER 10370
9	Janet Currie & Mark Stabile			N/A		Child Mental Health and Human Capital Accumulation: The Case of ADHD	10435	APRIL 2004 - WORKING PAPER 10435
10	Katherine A. Magnuson, Christopher J. Ruhm & Jane Waldfogel	8	6	"Prekindergarten programs are expanding rapidly, but to date, evidence on their effects is quite limited" Abstract	Dismissive	Does Prekindergarten Improve School Preparation and Performance?	10452	APRIL 2004 - WORKING PAPER 10452	"This research was supported by a grant from the Russell Sage Foundation’s Social Inequality program. Additional funding support was provided by the John D. and Catherine T. MacArthur Foundation, NICHD, and NSF."
	Katherine A. Magnuson, Christopher J. Ruhm & Jane Waldfogel			"Evidence of effects of prekindergarten on school readiness and subsequent educational performance is quite limited … Data are particularly lacking for prekindergarten programs. This paper begins to fill this gap by addressing three specific questions." p.4	Dismissive	Does Prekindergarten Improve School Preparation and Performance?	10452	APRIL 2004 - WORKING PAPER 10452	"This research was supported by a grant from the Russell Sage Foundation’s Social Inequality program. Additional funding support was provided by the John D. and Catherine T. MacArthur Foundation, NICHD, and NSF."
	Katherine A. Magnuson, Christopher J. Ruhm & Jane Waldfogel			"However, we know much less about the effects of more typical preschool or prekindergarten programs" p.6	Dismissive	Does Prekindergarten Improve School Preparation and Performance?	10452	APRIL 2004 - WORKING PAPER 10452	"This research was supported by a grant from the Russell Sage Foundation’s Social Inequality program. Additional funding support was provided by the John D. and Catherine T. MacArthur Foundation, NICHD, and NSF."
	Katherine A. Magnuson, Christopher J. Ruhm & Jane Waldfogel			"However, prior research has been limited because most experimental studies have been based on model programs serving small non representative samples" p.8	Dismissive	Does Prekindergarten Improve School Preparation and Performance?	10452	APRIL 2004 - WORKING PAPER 10452	"This research was supported by a grant from the Russell Sage Foundation’s Social Inequality program. Additional funding support was provided by the John D. and Catherine T. MacArthur Foundation, NICHD, and NSF."
	Katherine A. Magnuson, Christopher J. Ruhm & Jane Waldfogel			"Only one previous study has analyzed prekindergarten programs as distinct from other types of preschool or center-based care" p.9	Dismissive	Does Prekindergarten Improve School Preparation and Performance?	10452	APRIL 2004 - WORKING PAPER 10452	"This research was supported by a grant from the Russell Sage Foundation’s Social Inequality program. Additional funding support was provided by the John D. and Catherine T. MacArthur Foundation, NICHD, and NSF."
11	Susan M. Dynarski	9		no DRs found		Who Benefits from the Education Saving Incentives? Income, Educational Expectations, and the Value of the 529 and Coverdell	10470	MAY 2004 - WORKING PAPER 10470	"I gratefully acknowledge support from NBER-National Institute on Aging Grants P30-AG12810 and K12- AG000983"
12	Lucia Breierova & Esther Duflo			N/A		The Impact of Education on Fertility and Child Mortality: Do Fathers Really Matter Less Than Mothers?	10513	MAY 2004 - WORKING PAPER 10513
13	Christine Jolls	10	7	"This paper provides a first look at whether lower disabled employment levels after the ADA might have resulted from increased participation in educational opportunities by individuals with disabilities as a rational response to the ADA's employment protections" Abstract	1stness	Identifying the Effects of the Americans with Disabilities Act Using State-Law Variation: Preliminary Evidence on Educational Participation Effects	10528	MAY 2004 - WORKING PAPER 10528
14	Victor Lavy & Analia Schlosser	11	8	"Evidence of their effectiveness is still scanty, however. Most studies are based on small samples and lack proper counterfactuals and cost-benefit analyses" p.1	Dismissive, Denigrating	Targeted Remedial Education for Under-Performing Teenagers: Costs and Benefits	10575	JUNE 2004 - WORKING PAPER 10575	"The Bagrut 2001 program was funded by the Israel Ministry of Education and the Branco Weiss Foundation."
15	Barry Eichengreen & Pipat Luengnaruemitchai			N/A		Why Doesn't Asia Have Bigger Bond Markets?	10576	JUNE 2004 - WORKING PAPER 10576
16	Eric A. Hanushek & Margaret E. Raymond	12	9	"The final strand of relevant literature pertains to accountability itself. Although a recent policy effort, policies related to accountability have already become quite controversial – rising to the level of front page stories in the New York Times (Winter (2002)), Much of the work is very new and has not appeared journals yet." p.5	Dismissive	Does School Accountability Lead to Improved Student Performance?	10591	JUNE 2004 - WORKING PAPER 10591	"This work was supported by the Packard Humanities Institute."
	Eric A. Hanushek & Margaret E. Raymond			"The available studies generally support the view that accountability has had a positive effect on student outcomes, although the limited observations introduce some uncertainty (Carnoy and Loeb (2002); Hanushek and Raymond (2003b); Jacob (2003); Peterson and West (2003))."	Dismissive	Does School Accountability Lead to Improved Student Performance?	10591	JUNE 2004 - WORKING PAPER 10591	"This work was supported by the Packard Humanities Institute."
	Eric A. Hanushek & Margaret E. Raymond			"Nonetheless, as we return to below, little analysis provides information on the longer run outcomes of this nature [on gaming accountability programs]"	Dismissive	Does School Accountability Lead to Improved Student Performance?	10591	JUNE 2004 - WORKING PAPER 10591	"This work was supported by the Packard Humanities Institute."
17	Victor Lavy	13	10	"However, there is little evidence of the effect of teachers’ incentives in schools."	Dismissive	Performance Pay and Teachers' Effort, Productivity and Grading Ethics	10622	JULY 2004 - WORKING PAPER 10622
18	Thomas Kane	14	11	"An important weakness of these studies is that they rely on relatively fixed differences in tuition levels between states." p.6	Denigrating	Evaluating the Impact of the D.C. Tuition Assistance Grant Program	10658	JULY 2004 - WORKING PAPER 10658	"I gratefully acknowledge support from the Ford Foundation and the Atlantic Philanthropies."
19	Jesse Rothstein	15		no DRs found		Good Principals or Good Peers? Parental Valuation of School Characteristics, Tiebout Equilibrium, and the Effects of Inter-district Competition	10666	AUGUST 2004 - WORKING PAPER 10666	"This research was supported by a National Science Foundation Graduate Research Fellowship and a fellowship from the Fisher Center for Real Estate and Urban Economics at the University of California, Berkeley"
20	David Blau & Janet Currie	16		no DRs found		Preschool, Day Care, and Afterschool Care: Who's Minding the Kids?	10670	AUGUST 2004 - WORKING PAPER 10670
21	Victor Lavy	17	12	"However, there is very little convincing evidence to date that substantiates these claims and this study attempts, using a unique empirical context, to fill some of this gap." p.1	1stness, Dismissive	Do Gender Stereotypes Reduce Girls' Human Capital Outcomes? Evidence from a Natural Experiment	10678	AUGUST 2004 - WORKING PAPER 10678
22	Ronald G. Ehrenberg & Liang Zhang	18	13	"During the last two decades, there has been a significant growth in the share of faculty members at American colleges and universities that are employed in part-time or in full-time non tenure-track positions. Our study is the first to address whether the increased usage of such faculty adversely..." Abstact	1stness	Do Tenured and Tenure-Track Faculty Matter?	10695	AUGUST 2004 - WORKING PAPER 10695	"Financial support for CHERI comes from the Andrew W. Mellon Foundation and the Atlantic Philanthropies (USA) Inc. and we are grateful to them for their support"
	Ronald G. Ehrenberg & Liang Zhang			"Somewhat surprisingly, however, very few studies have addressed whether the increased substitution of part-time and full-time non tenure-track faculty for tenure-track faculty, on balance, has adverse affects on undergraduate students," p.1	Dismissive	Do Tenured and Tenure-Track Faculty Matter?	10695	AUGUST 2004 - WORKING PAPER 10695	"Financial support for CHERI comes from the Andrew W. Mellon Foundation and the Atlantic Philanthropies (USA) Inc. and we are grateful to them for their support"
	Ronald G. Ehrenberg & Liang Zhang			"Our study is the first study to address whether increased usage of part-time and full-time non tenure-track faculty adversely influences the graduation rates of students enrolled in 4-year and 2-year American colleges and universities" p.2	1stness	Do Tenured and Tenure-Track Faculty Matter?	10695	AUGUST 2004 - WORKING PAPER 10695	"Financial support for CHERI comes from the Andrew W. Mellon Foundation and the Atlantic Philanthropies (USA) Inc. and we are grateful to them for their support"
	Ronald G. Ehrenberg & Liang Zhang			"Our study is the first study that has demonstrated that the growing use of part-time and full-time non tenure-track faculty adversely affects undergraduate students enrolled at 4-year colleges and universities by reducing their 5- and 6-year graduation rates." p.11	1stness	Do Tenured and Tenure-Track Faculty Matter?	10695	AUGUST 2004 - WORKING PAPER 10695	"Financial support for CHERI comes from the Andrew W. Mellon Foundation and the Atlantic Philanthropies (USA) Inc. and we are grateful to them for their support"
23	Eric A. Hanushek, Charles Ka Yui Leung & Kuzey Yilmaz	19	14	"Government intervention in education has nonetheless received relatively little research attention, particularly given the magnitude of programs." p.1	Dismissive	Borrowing Constraints, College Aid, and Intergenerational Mobility	10711	AUGUST 2004 - WORKING PAPER 10711	"This research was funded by grants from the Packard Humanities Institute and Direct Grant and Summer Research Grant of the Chinese University of Hong Kong"
24	Joshua Angrist, Eric Bettinger & Michael Kremer	20	15	"Missing from most studies of voucher effects is an assessment of impacts on longer-term outcomes – such as high school graduation rates – that are more clearly tied to economic success." p.1	Denigrating	Long-Term Consequences of Secondary School Vouchers: Evidence from Administrative Records in Colombia	10713	AUGUST 2004 - WORKING PAPER 10713	"We thank the National Institutes of Health, the World Bank, and Harvard’s David Rockefeller Center for Latin American Studies for funding this research"
	Joshua Angrist, Eric Bettinger & Michael Kremer			"In an effort to close this gap, we turn here to an assessment that exploits administrative data from Colombia’s centralized college entrance examinations" p.2	Dismissive	Long-Term Consequences of Secondary School Vouchers: Evidence from Administrative Records in Colombia	10713	AUGUST 2004 - WORKING PAPER 10713	"We thank the National Institutes of Health, the World Bank, and Harvard’s David Rockefeller Center for Latin American Studies for funding this research"
25	Sandra E. Black, Paul G. Devereux & Kjell G. Salvanes	21	16	"Among the perceived inputs in the production' of child quality is family size; there is an extensive theoretical literature that postulates a tradeoff between child quantity and quality within a family. However, there is little causal evidence that speaks to this theory. Our analysis is able to..." Abstract	Dismissive	The More the Merrier? The Effect of Family Composition on Children's Education	10720	SEPTEMBER 2004 - WORKING PAPER 10720
	Sandra E. Black, Paul G. Devereux & Kjell G. Salvanes			"However, despite years of research, evidence on the components of the 'production function' for children is still quite limited" p.1	Dismissive	The More the Merrier? The Effect of Family Composition on Children's Education	10720	SEPTEMBER 2004 - WORKING PAPER 10720
	Sandra E. Black, Paul G. Devereux & Kjell G. Salvanes			"While the correlation between income and family size is clear, there is little further evidence that speaks to this theory." p.1	Dismissive	The More the Merrier? The Effect of Family Composition on Children's Education	10720	SEPTEMBER 2004 - WORKING PAPER 10720
	Sandra E. Black, Paul G. Devereux & Kjell G. Salvanes			"we are able to overcome many limitations of earlier research resulting from small sample sizes or limited information on children’s outcomes after the children have left home." p.2	Denigrating	The More the Merrier? The Effect of Family Composition on Children's Education	10720	SEPTEMBER 2004 - WORKING PAPER 10720
	Sandra E. Black, Paul G. Devereux & Kjell G. Salvanes			"Our unique dataset allows us to overcome these data problems and, unlike the previous literature, we utilize family fixed effects models to deal with unobserved family-level heterogeneity" p.2	1stness, Denigrating	The More the Merrier? The Effect of Family Composition on Children's Education	10720	SEPTEMBER 2004 - WORKING PAPER 10720
	Sandra E. Black, Paul G. Devereux & Kjell G. Salvanes			"Though the theory is often cited, the empirical literature testing this model has been limited." p.5	Dismissive	The More the Merrier? The Effect of Family Composition on Children's Education	10720	SEPTEMBER 2004 - WORKING PAPER 10720
	Sandra E. Black, Paul G. Devereux & Kjell G. Salvanes			"However, few of these findings can be interpreted as causal; ... This literature suffers from two additional limitations." p.5	Denigrating	The More the Merrier? The Effect of Family Composition on Children's Education	10720	SEPTEMBER 2004 - WORKING PAPER 10720
26	Richard A. Jensen & Marie C. Thursby			N/A		Patent Licensing and the Research University	10758	SEPTEMBER 2004 - WORKING PAPER 10758
27	Christopher Avery, Mark Glickman, Caroline Hoxby & Andrew Metrick	22		no DRs found		A Revealed Preference Ranking of U.S. Colleges and Universities	10803	OCTOBER 2004 - WORKING PAPER 10803
28	Christian A. L. Hilber & Christopher J. Mayer	23		no DRs found		Why Do Households Without Children Support Local Public Schools?	10804	OCTOBER 2004 - WORKING PAPER 10804	"Financial assistance from the Swiss National Science Foundation, the Max Geldner Foundation, the Zell/Lurie Real Estate Center at Wharton, and the Milstein Center for Real Estate at Columbia Business School is gratefully acknowledged"
29	Daniel S. Hamermesh & Stephen G. Donald	24	17	"Despite the extensive examination of the relationship between college curriculum and earnings, however, there is a substantial need for additional research on this topic due to a variety of problems with existing studies."	Denigrating	The Effect of College Curriculum on Earnings: Accounting for Non-Ignorable Non-Response Bias	10809	OCTOBER 2004 - WORKING PAPER 10809	"We thank the Andrew W. Mellon Foundation for financial support of this project"
	Daniel S. Hamermesh & Stephen G. Donald			"This issue, of non-ignorable non-response bias, is a specific problem in sample selectivity that seems to be of general importance but that has received relatively little attention in the literature on survey methods (Little and Rubin, 2002)." p.2	Dismissive, Denigrating	The Effect of College Curriculum on Earnings: Accounting for Non-Ignorable Non-Response Bias	10809	OCTOBER 2004 - WORKING PAPER 10809	"We thank the Andrew W. Mellon Foundation for financial support of this project"
30	Eric D. Gould, Victor Lavy & M. Daniele Paserman	25	18	"the question of whether immigration affects natives’ educational outcomes has received relatively little attention." p.4	Dismissive	Does Immigration Affect the Long-Term Educational Outcomes of Natives? Quasi-Experimental Evidence	10844	OCTOBER 2004 - WORKING PAPER 10844
	Eric D. Gould, Victor Lavy & M. Daniele Paserman			"Our paper represents one of the first attempts to study the consequences of natives and immigrants interacting in the same social and learning environment, while paying particular attention to issues of identification and causality" p.26	1stness	Does Immigration Affect the Long-Term Educational Outcomes of Natives? Quasi-Experimental Evidence	10844	OCTOBER 2004 - WORKING PAPER 10844
31	Patrick Bayer, Fernando Ferreira & Robert McMillan	26		no DRs found		Tiebout Sorting, Social Multipliers and the Demand for School Quality	10871	NOVEMBER 2004 - WORKING PAPER 10871	"Financial support for this project provided by the NSF under grant SES-0137289, the Public Policy Institute of California, SSHRC Canada, and CAPES – Brazil is gratefully acknowledged."
32	Paul Willen, Igal Hendel & Joel Shapiro	27		no DRs found		Educational Opportunity and Income Inequality	10879	NOVEMBER 2004 - WORKING PAPER 10879	"Shapiro gratefully acknowledges financial support from the Ministerio de Ciencia y Tecnología and FEDER (BEC2003-00412) and Barcelona Economics (CREA). Willen gratefully acknowledges research support from the Graduate School of Business at the University of Chicago."
33	Bruce Sacerdote	28		no DRs found		What Happens When We Randomly Assign Children to Families?	10894	NOVEMBER 2004 - WORKING PAPER 10894	"The National Science Foundation provided generous funding for the entire project including the data collection."
34	Sandra E. Black, Paul J. Devereaux & Kjell Salvanes	29	19	"Despite the policy relevance, there has been little work studying the role of education policy in reducing teen fertility"	Dismissive	Fast Times at Ridgemont High? The Effect of Compulsory Schooling Laws on Teenage Births	10911	NOVEMBER 2004 - WORKING PAPER 10911	"Black and Devereux gratefully acknowledge financial support from the National Science Foundation and the California Center for Population Research"
	Sandra E. Black, Paul J. Devereaux & Kjell Salvanes			"However, there is limited information about policy relevant factors that might be important determinants of early fertility decisions. This paper has attempted to increase our knowledge by studying the role of compulsory schooling laws." p.23	Dismissive	Fast Times at Ridgemont High? The Effect of Compulsory Schooling Laws on Teenage Births	10911	NOVEMBER 2004 - WORKING PAPER 10911	"Black and Devereux gratefully acknowledge financial support from the National Science Foundation and the California Center for Population Research"
35	Ann Dryden Witte & Marisol Trowbridge	30		no DRs found		The Structure of Early Care and Education in the United States: Historical Evolution and International Comparisons	10931	NOVEMBER 2004 - WORKING PAPER 10931
36	Michael Kremer, Edward Miguel & Rebecca Thornton	31		no DRs found		Incentives to Learn	10971	DECEMBER 2004 - WORKING PAPER 10971	"We are grateful for financial support from the World Bank and MacArthur Foundation."
	2008						Year 2008
1	Robert Kaestner & Michael Grossman	1	1	"Despite plausible mechanisms linking obesity (weight) to educational achievement there has been relatively little research that has investigated the effect of obesity on children’s educational achievement." p.2	Dismissive	Effects of Weight on Children's Educational Achievement	13764	JANUARY 2008 - WORKING PAPER 13764
	Robert Kaestner & Michael Grossman			"There are relatively few studies of the effects of obesity on educational achievemen" p.3	Dismissive	Effects of Weight on Children's Educational Achievement	13764	JANUARY 2008 - WORKING PAPER 13764
	Robert Kaestner & Michael Grossman			"Tara and Potts-Datema (2005) reviewed nine recent studies and reported that all nine showed at least one negative association between obesity and school performance, but that this was not a uniform finding of this research." p.3	Dismissive	Effects of Weight on Children's Educational Achievement	13764	JANUARY 2008 - WORKING PAPER 13764
	Robert Kaestner & Michael Grossman			"As Sigfusdotir et al. (2006) note in their recent paper, well-designed empirical studies of the relationship between obesity and academic achievement are scarce." p.3	Dismissive, Denigrating	Effects of Weight on Children's Educational Achievement	13764	JANUARY 2008 - WORKING PAPER 13764
	Robert Kaestner & Michael Grossman			"Studies of the effect of obesity on children’s educational achievement are particularly scarce. We know of only three studies that used a large, geographically broad-based sample" p.4	Dismissive	Effects of Weight on Children's Educational Achievement	13764	JANUARY 2008 - WORKING PAPER 13764
	Robert Kaestner & Michael Grossman			"First, given that there are only three previous studies, additional studies of the effect of obesity on educational achievement of young children are needed" p.5	Dismissive	Effects of Weight on Children's Educational Achievement	13764	JANUARY 2008 - WORKING PAPER 13764
	Robert Kaestner & Michael Grossman			"Only three studies have addressed the omitted variable problem directly. … The limited amount of research that accounts for the influence of unobserved factors suggests the need for additional research and specifically, research that addresses this issue." p.6	Dismissive	Effects of Weight on Children's Educational Achievement	13764	JANUARY 2008 - WORKING PAPER 13764
	Robert Kaestner & Michael Grossman			"However, there has been little study of the issue, particularly for young children. The paucity of research in this area is significant given the importance of education to lifetime well being. Here we begin to address this shortfall by providing ...." p.7	Dismissive	Effects of Weight on Children's Educational Achievement	13764	JANUARY 2008 - WORKING PAPER 13764
	Robert Kaestner & Michael Grossman			"Despite the importance of educational achievement to future well being and the existence of plausible mechanisms through which weight could affect educational achievement, there is very little study of this issue. In fact, there are only two other studies that looked at the association between weight and educational achievement of children (Datar and Sturm 2006; Averett and Stifel 2007)." pp.22-23	Dismissive	Effects of Weight on Children's Educational Achievement	13764	JANUARY 2008 - WORKING PAPER 13764
	Robert Kaestner & Michael Grossman			"It closing, we note that there are only a handful of studies of the issue" p.24	Dismissive	Effects of Weight on Children's Educational Achievement	13764	JANUARY 2008 - WORKING PAPER 13764
2	Michael Ostrovsky & Michael Schwarz	2		no DRs found		Information Disclosure and Unraveling in Matching Markets	13766	JANUARY 2008 - WORKING PAPER 13766
3	Richard J. Murnane	3		no DRs found		Educating Urban Children	13791	FEBRUARY 2008 - WORKING PAPER 13791
4	Susan Dynarski & Judith E. Scott-Clayton	4	2	"A growing body of empirical evidence shows that some financial aid programs increase college enrollment. Puzzlingly, there is little compelling evidence that Pell Grants and Stafford Loans, the primary federal student aid programs, are effective in achieving this goal. In this paper, we provide an..." Abstract	Dismissive, Denigrating	Complexity and Targeting in Federal Student Aid: A Quantitative Analysis	13801	FEBRUARY 2008 - WORKING PAPER 13801	"Scott-Clayton is grateful for financial support from the National Science Foundation."
	Susan Dynarski & Judith E. Scott-Clayton			"In stark contrast, complexity in financial aid has received little attention from researchers." p.2	Dismissive	Complexity and Targeting in Federal Student Aid: A Quantitative Analysis	13801	FEBRUARY 2008 - WORKING PAPER 13801	"Scott-Clayton is grateful for financial support from the National Science Foundation."
	Susan Dynarski & Judith E. Scott-Clayton			"While simple, easily communicated aid programs have been shown to have a robust impact on college entry and completion, we have little to no compelling evidence that the raditional forms of student aid (which require a FAFSA) increase schooling for their target populations." pp.3-4	Dismissive	Complexity and Targeting in Federal Student Aid: A Quantitative Analysis	13801	FEBRUARY 2008 - WORKING PAPER 13801	"Scott-Clayton is grateful for financial support from the National Science Foundation."
	Susan Dynarski & Judith E. Scott-Clayton			"There is little to no persuasive evidence that the federal aid programs are similarly effective - or at all effective - in increasing the college enrollment of young people. This lack of evidence does not reflect lack of effort: the Pell Grant program has received considerable attention from researchers" p.8	Dismissive	Complexity and Targeting in Federal Student Aid: A Quantitative Analysis	13801	FEBRUARY 2008 - WORKING PAPER 13801	"Scott-Clayton is grateful for financial support from the National Science Foundation."
	Susan Dynarski & Judith E. Scott-Clayton			"Just one study using quasi-experimental methods compellingly estimates an effect of the Pell on schooling decisions:" p.8	Dismissive	Complexity and Targeting in Federal Student Aid: A Quantitative Analysis	13801	FEBRUARY 2008 - WORKING PAPER 13801	"Scott-Clayton is grateful for financial support from the National Science Foundation."
5	John H. Tyler & Magnus Lofstrom	5	3	"As it turns out, however, GED acquisition as a route into postsecondary education is a woefully understudied area," p.1	Dismissive	Is the GED an Effective Route to Postsecondary Education for School Dropouts?	13816	FEBRUARY 2008 - WORKING PAPER 13816
	John H. Tyler & Magnus Lofstrom			"This paper addresses this knowledge gap using a unique data set constructed from the Texas Schools Microdata Panel (TSMP)" p.1	Dismissive	Is the GED an Effective Route to Postsecondary Education for School Dropouts?	13816	FEBRUARY 2008 - WORKING PAPER 13816
	John H. Tyler & Magnus Lofstrom			"A second reason for focusing on the GED-high school graduate comparison has to do with the counterfactual most people may have in mind when they think about the GED-PSE relationship. While there is no empirical evidence, our sense is … " p.2	Dismissive	Is the GED an Effective Route to Postsecondary Education for School Dropouts?	13816	FEBRUARY 2008 - WORKING PAPER 13816
6	Lex Borghans, Angela Lee Duckworth, James J. Heckman & Bas ter Weel			N/A		The Economics and Psychology of Personality Traits	13810	FEBRUARY 2008 - WORKING PAPER 13810
7	Erica M. Field, Omar Robles & Máximo Torero	6	4	"While there have been no experimental or large-scale observational studies of the cognitive effects of moderate iodine deficiency in humans" p.6	Dismissive	The Cognitive Link Between Geography and Development: Iodine Deficiency and Schooling Attainment in Tanzania	13838	MARCH 2008 - WORKING PAPER 13838
	Erica M. Field, Omar Robles & Máximo Torero			"To our knowledge, the long-term impact of in utero iodine on children’s human capital attainment has not been measured in any setting" p.6	Dismissive	The Cognitive Link Between Geography and Development: Iodine Deficiency and Schooling Attainment in Tanzania	13838	MARCH 2008 - WORKING PAPER 13838
8	Yao Amber Li, John Whalley, Shunming Zhang & Xiliang Zhao	7		no DRs found		The Higher Educational Transformation of China and Its Global Implications	13849	MARCH 2008 - WORKING PAPER 13849	"This paper has been written with support from The Centre for International Governance Innovation (CIGI, Waterloo)."
9	Jonah E. Rockoff	8	5	"Mentoring has become an extremely popular policy for improving the retention and performance of new teachers, but we know little about its effects on teacher and student outcomes." Abstract	Dismissive	Does Mentoring Reduce Turnover and Improve Skills of New Employees? Evidence from Teachers in New York City	13868	MARCH 2008 - WORKING PAPER 13868	"This work was supported by Atlantic Philanthropic, the Ford Foundation, and the Smith Richardson Foundation"
	Jonah E. Rockoff			"Despite the popularity of mentoring, little is known about its impact on employee turnover and skill acquisition. Nearly all published and unpublished evaluations of mentoring programs have used research methodologies that fall short of providing credible estimates of the causal impacts of mentoring (see reviews by Serpell (2000), Ingersoll and Kralik (2004), Lopez et al. (2004), and Strong (2005))" p.2	Dismissive. Denigratimg	Does Mentoring Reduce Turnover and Improve Skills of New Employees? Evidence from Teachers in New York City	13868	MARCH 2008 - WORKING PAPER 13868	"This work was supported by Atlantic Philanthropic, the Ford Foundation, and the Smith Richardson Foundation"
	Jonah E. Rockoff			"Over one million new teachers received mentoring between 1993 through 2003, but we know little about the magnitude of the benefits they have received or how the impact of mentoring varied across different types of programs." p.2	Dismissive	Does Mentoring Reduce Turnover and Improve Skills of New Employees? Evidence from Teachers in New York City	13868	MARCH 2008 - WORKING PAPER 13868	"This work was supported by Atlantic Philanthropic, the Ford Foundation, and the Smith Richardson Foundation"
	Jonah E. Rockoff			"This study begins to fill the wide gap in our understanding of how these services affect career outcomes" p.34	Dismissive	Does Mentoring Reduce Turnover and Improve Skills of New Employees? Evidence from Teachers in New York City	13868	MARCH 2008 - WORKING PAPER 13868	"This work was supported by Atlantic Philanthropic, the Ford Foundation, and the Smith Richardson Foundation"
10	Felipe Barrera-Osorio, Marianne Bertrand, Leigh L. Linden & Francisco Perez-Calle	9	6	"Despite the importance of education, we are still far from understanding what determines whether or for how long children are educated." p.2	Dismissive	Conditional Cash Transfers in Education Design Features, Peer and Sibling Effects Evidence from a Randomized Experiment in Colombia	13890	MARCH 2008 - WORKING PAPER 13890	"We are most indebted to the Secretary of Education of Bogota for cooperating with us in this novel experiment, putting up with the constraints created by the research effort, and, of course, financially supporting the entire project. Fedesarrollo, the think tank for which Barrera-Osorio and Perez were working at the execution of the project, provided financial support as well and helped the SED in the design and implementation of the program."
	Felipe Barrera-Osorio, Marianne Bertrand, Leigh L. Linden & Francisco Perez-Calle			"A large and growing literature has begun to empirically evaluate the various determinants of the schooling decision." ...[citations to articles from 2004, 2007, 2007, 2006, 2002, 2006, 2007, 2007, 2005, 2004, 2004, 2006, 2004, 2006] p.2	Dismissive	Conditional Cash Transfers in Education Design Features, Peer and Sibling Effects Evidence from a Randomized Experiment in Colombia	13890	MARCH 2008 - WORKING PAPER 13890	"We are most indebted to the Secretary of Education of Bogota for cooperating with us in this novel experiment, putting up with the constraints created by the research effort, and, of course, financially supporting the entire project. Fedesarrollo, the think tank for which Barrera-Osorio and Perez were working at the execution of the project, provided financial support as well and helped the SED in the design and implementation of the program."
11	Lance J. Lochner & Alexander Monge-Naranjo			N/A		The Nature of Credit Constraints and Human Capital	13912	APRIL 2008 - WORKING PAPER 13912
12	Marianne Bertrand, Rema Hanna & Sendhil Mullainathan	10	7	"Many countries mandate affirmative action in university admissions for traditionally disadvantaged groups. Little is known about either the efficacy or costs of these programs." Abstract	Dismissive	Affirmative Action in Education: Evidence From Engineering College Admissions in India	13926	APRIL 2008 - WORKING PAPER 13926	"This project was funded by the National Science Foundation."
	Marianne Bertrand, Rema Hanna & Sendhil Mullainathan			"Despite the importance of this debate, data restrictions have hampered a thorough empirical investigation. Existing studies of affirmative action are limited to studies of the outcomes of those who were admitted and matriculated." p.2	Dismissive	Affirmative Action in Education: Evidence From Engineering College Admissions in India	13926	APRIL 2008 - WORKING PAPER 13926	"This project was funded by the National Science Foundation."
	Marianne Bertrand, Rema Hanna & Sendhil Mullainathan			"However, these beliefs are hard to evaluate, since there is very little real evidence to date on the magnitude (if any) of the harm." p.2	Dismissive	Affirmative Action in Education: Evidence From Engineering College Admissions in India	13926	APRIL 2008 - WORKING PAPER 13926	"This project was funded by the National Science Foundation."
	Marianne Bertrand, Rema Hanna & Sendhil Mullainathan			"In contrast, this study assembles the most comprehensive dataset available on affirmative action in higher education (to our knowledge) by collecting detailed follow-up data on a pool of initial applicants, whether they were admitted and whether they matriculated." p.2	1stness	Affirmative Action in Education: Evidence From Engineering College Admissions in India	13926	APRIL 2008 - WORKING PAPER 13926	"This project was funded by the National Science Foundation."
13	Keith Finlay & David Neumark	11		no DRs found		Is Marriage Always Good for Children? Evidence from Families Affected by Incarceration	13928	APRIL 2008 - WORKING PAPER 13928
14	Jonathan Meer & Harvey S. Rosen	12	8	"This paper uses a unique data set to investigate this issue." Abstract	1stness	The Impact of Athletic Performance on Alumni Giving: An Analysis of Micro Data	13937	APRIL 2008 - WORKING PAPER 13937	"This research was supported in part by Princeton's Center for Economic Policy Studies and in part by the Stanford Institute for Economic Policy Research."	Authors claim that an individual-level data set that includes variables for individuals' athletic participation while in college and their donations to the college after graduation from "Anon U." is unique.
	Jonathan Meer & Harvey S. Rosen			"This paper uses a unique data set to estimate how alumni contributions to a selective research university are affected by the performance of its athletic teams. The proprietary data provided by this university, henceforth referred to as Anon U," p.1	1stness	The Impact of Athletic Performance on Alumni Giving: An Analysis of Micro Data	13937	APRIL 2008 - WORKING PAPER 13937	"This research was supported in part by Princeton's Center for Economic Policy Studies and in part by the Stanford Institute for Economic Policy Research."	Authors claim that an individual-level data set that includes variables for individuals' athletic participation while in college and their donations to the college after graduation from "Anon U." is unique.
	Jonathan Meer & Harvey S. Rosen			"A more sensible approach is to analyze decision-making at a single institution, but at the individual level." p.4	Denigrating	The Impact of Athletic Performance on Alumni Giving: An Analysis of Micro Data	13937	APRIL 2008 - WORKING PAPER 13937	"This research was supported in part by Princeton's Center for Economic Policy Studies and in part by the Stanford Institute for Economic Policy Research."
15	Seema Jayachandran & Adriana Lleras-Muney	13	9	"Longer life expectancy should encourage human capital accumulation, since a longer time horizon increases the value of investments that pay out over time. Previous work has been unable to determine the empirical importance of this life-expectancy effect due to the difficulty of isolating it from..." Abstract	Denigrating	Life Expectancy and Human Capital Investments: Evidence From Maternal Mortality Declines	13947	APRIL 2008 - WORKING PAPER 13947
16	Sandra E. Black, Paul J. Devereux & Kjell G. Salvanes	14	10	"Does it matter when a child starts school? While the popular press seems to suggest it does, there is limited evidence of a long-run effect of school starting age on student outcomes." Abstract	Dismissive	Too Young to Leave the Nest: The Effects of School Starting Age	13969	APRIL 2008 - WORKING PAPER 13969	"Black and Devereux gratefully acknowledge financial support from the National Science Foundation and the California Center for Population Research. Salvanes thanks the Research Council of Norway for financial support"
	Sandra E. Black, Paul J. Devereux & Kjell G. Salvanes			"Despite the dearth of convincing evidence, the popular press seems to suggest that there are benefits to “redshirting” (holding back) children in kindergarten" p.3	Dismissive	Too Young to Leave the Nest: The Effects of School Starting Age	13969	APRIL 2008 - WORKING PAPER 13969	"Black and Devereux gratefully acknowledge financial support from the National Science Foundation and the California Center for Population Research. Salvanes thanks the Research Council of Norway for financial support"
	Sandra E. Black, Paul J. Devereux & Kjell G. Salvanes			"While this is methodologically less complicated than studying in-school tests because age of measurement and school starting age are not perfectly collinear, the literature has been hindered by a paucity of data." p.4	Dismissive	Too Young to Leave the Nest: The Effects of School Starting Age	13969	APRIL 2008 - WORKING PAPER 13969	"Black and Devereux gratefully acknowledge financial support from the National Science Foundation and the California Center for Population Research. Salvanes thanks the Research Council of Norway for financial support"
	Sandra E. Black, Paul J. Devereux & Kjell G. Salvanes			"Also, we are the first study to examine the effects of school starting age on the probability of teenage childbearing by women." p.4	1stness	Too Young to Leave the Nest: The Effects of School Starting Age	13969	APRIL 2008 - WORKING PAPER 13969	"Black and Devereux gratefully acknowledge financial support from the National Science Foundation and the California Center for Population Research. Salvanes thanks the Research Council of Norway for financial support"
	Sandra E. Black, Paul J. Devereux & Kjell G. Salvanes			"Despite the importance of the distinction, there is little solid evidence as to the role of school starting age (SSA) versus test age (AGE) in determining school test scores." p.6	Dismissive	Too Young to Leave the Nest: The Effects of School Starting Age	13969	APRIL 2008 - WORKING PAPER 13969	"Black and Devereux gratefully acknowledge financial support from the National Science Foundation and the California Center for Population Research. Salvanes thanks the Research Council of Norway for financial support"
	Sandra E. Black, Paul J. Devereux & Kjell G. Salvanes			"While methodologically this is less complex because there is no link between date of measurement and time in school, the literature has been limited by the absence of good data" p.9	Dismissive	Too Young to Leave the Nest: The Effects of School Starting Age	13969	APRIL 2008 - WORKING PAPER 13969	"Black and Devereux gratefully acknowledge financial support from the National Science Foundation and the California Center for Population Research. Salvanes thanks the Research Council of Norway for financial support"
	Sandra E. Black, Paul J. Devereux & Kjell G. Salvanes			"We are the first study to track cohorts of men and women from ages 24 to 35 and analyze how the impacts of school starting age change with age." p.9	1stness	Too Young to Leave the Nest: The Effects of School Starting Age	13969	APRIL 2008 - WORKING PAPER 13969	"Black and Devereux gratefully acknowledge financial support from the National Science Foundation and the California Center for Population Research. Salvanes thanks the Research Council of Norway for financial support"
17	Thomas Dee & Martin West	15	11	"Although recent evidence suggests that non-cognitive skills such as engagement matter for academic and economic success, there is little evidence on how key educational inputs affect the development of these skills. We present a re-analysis of follow-up data from the Project STAR class-size..." Abstract	Dismissive	The Non-Cognitive Returns to Class Size	13994	MAY 2008 - WORKING PAPER 13994
	Thomas Dee & Martin West			"Yet while numerous researchers have hypothesized that smaller classes could improve non-cognitive skills, there exists little reliable evidence on their effects on these types of outcomes." p.2	Dismissive	The Non-Cognitive Returns to Class Size	13994	MAY 2008 - WORKING PAPER 13994
	Thomas Dee & Martin West			"This identification strategy, which to our knowledge is new to the literature on class size, closely parallels the approach used to evaluate data on identical twin pairs (e.g., Ashenfelter and Krueger 1994, Ashenfelter and Rouse 1998, and Rouse 1999)." p.3	1stness	The Non-Cognitive Returns to Class Size	13994	MAY 2008 - WORKING PAPER 13994
18	John Cawley & C. Katharina Spiess	16	12	"To our knowledge, this is the first study of obesity and skill attainment to study children as young as 2 to 4 years old." p.4	1stness	Obesity and Skill Attainment in Early Childhood	13997	MAY 2008 - WORKING PAPER 13997	"Spiess also gratefully acknowledges travel funding from the German Science Foundation (Project No.SP 1091/1-1)."
	John Cawley & C. Katharina Spiess			"To our knowledge, our sample of children (between the ages of two and four years) is younger than that used in any previous study of this question" p.5	1stness	Obesity and Skill Attainment in Early Childhood	13997	MAY 2008 - WORKING PAPER 13997	"Spiess also gratefully acknowledges travel funding from the German Science Foundation (Project No.SP 1091/1-1)."
19	Jeffrey S. DeSimone	17		no DRs found		The Impact of Employment during School on College Student Academic Performance	14006	MAY 2008 - WORKING PAPER 14006	"I thank the William T. Grant Foundation for funding"
20	Donald Boyd, Hamilton Lankford, Susanna Loeb, Jonah Rockoff & James Wyckoff	18	13	"A growing literature finds that teachers “sort” very unequally across schools, with the least experienced teachers and those with the poorest academic records often found in schools with the highest concentrations of low-income, low-performing and minority students (See, for example, Betts, Reuben and Danenberg, 2000; Lankford, Loeb, and Wyckoff, 2002; Bonesrønning, Falch, and Strøm 2005; Clotfelter, Ladd and Vigdor, 2006; and Peske and Haycock, 2006)." p.2	Dismissive	The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High-Poverty Schools	14021	JUNE 2008 - WORKING PAPER 14021	"We appreciate financial support from the Carnegie Corporation of New York, the National Science Foundation, the Spencer Foundation and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018 to the Urban Institute."
	Donald Boyd, Hamilton Lankford, Susanna Loeb, Jonah Rockoff & James Wyckoff			"Many studies do not adequately account for the systematic differences between the schools in which certified teachers and uncertified teacher typically work. However, several recent studies with strong research designs and good data are able to address how various teacher qualifications affect student achievement (Boyd, Grossman, Lankford, Loeb and Wyckoff, 2006; Clotfelter, Ladd and Vigdor, 2006b; Goldhaber, 2006; Harris and Sass, 2007; Kane, Rockoff and Staiger, 2006)." pp.3-4	Denigrating	The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High-Poverty Schools	14021	JUNE 2008 - WORKING PAPER 14021	"We appreciate financial support from the Carnegie Corporation of New York, the National Science Foundation, the Spencer Foundation and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018 to the Urban Institute."
21	Donald Boyd, Pam Grossman, Hamilton Lankford, Susanna Loeb & James Wyckoff	19	14	"While teachers who have stronger academic backgrounds, as measured by test scores and the competitiveness of their undergraduate institution, are more likely to leave teaching (Boyd, Lankford, Loeb and Wyckoff, 2005), there is remarkably little evidence that documents the effectiveness of teachers who leave low-scoring schools." p.1	Dismissive	Who Leaves? Teacher Attrition and Student Achievement	14022	MAY 2008 - WORKING PAPER 14022	"The research is supported by funding from the Carnegie Corporation of New York, the National Science Foundation, the Spencer Foundation and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER)."
	Donald Boyd, Pam Grossman, Hamilton Lankford, Susanna Loeb & James Wyckoff			"Research on the relationship of teacher attrition and teacher effectiveness is just now emerging. Hanushek, Kain, O’Brien and Rivkin (2005) find … Goldhaber, Gross and Player (2007) also find …" p.2	Dismissive	Who Leaves? Teacher Attrition and Student Achievement	14022	MAY 2008 - WORKING PAPER 14022	"The research is supported by funding from the Carnegie Corporation of New York, the National Science Foundation, the Spencer Foundation and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER)."
22	Sharon L. Maccini & Dean Yang			N/A		Under the Weather: Health, Schooling, and Economic Consequences of Early-Life Rainfall	14031	MAY 2008 - WORKING PAPER 14031
23	Scott E. Carrell, Richard L. Fullerton & James E. West	20	15	"With regard to peers, relatively little is known about how the quality of ones cohort of postsecondary peers affects individual outcomes." p.2	Dismissive	Does Your Cohort Matter? Measuring Peer Effects in College Achievement	14032	MAY 2008 - WORKING PAPER 14032
	Scott E. Carrell, Richard L. Fullerton & James E. West			"A major drawback of these studies however, is that roommates are generally only a small subset of an individuals actual peer group. Thus, works in the previous literature have likely underestimated the total magnitude of peer effects due to measurement error in the peer group." p.2	Denigrating	Does Your Cohort Matter? Measuring Peer Effects in College Achievement	14032	MAY 2008 - WORKING PAPER 14032
24	Trevon D. Logan			N/A		Health, Human Capital, and African American Migration Before 1910	14037	MAY 2008 - WORKING PAPER 14037	"This research was supported by a grant from the Center for Population Economics at the University of Chicago Graduate School of Business and the NIH (grant number P01 AG10120)."
25	Jonathan Heathcote, Kjetil Storesletten & Giovanni L. Violante			N/A		The Macroeconomic Implications of Rising Wage Inequality in the United States	14052	JUNE 2008 - WORKING PAPER 14052
26	Albert N. Link & Christopher J. Ruhm			N/A		Bringing Science to Market: Commercializing from NIH SBIR Awards	14057	JUNE 2008 - WORKING PAPER 14057
27	Brian A. Jacob, Lars Lefgren & David Sims	21	16	"Unfortunately, advocates and policymakers often neglect to consider the persistence of particular interventions in calculating expected benefits." p.2	Denigrating	The Persistence of Teacher-Induced Learning Gains	14065	JUNE 2008 - WORKING PAPER 14065
	Brian A. Jacob, Lars Lefgren & David Sims			"While many researchers address the issue of bias arising in the estimation of teacher effects, only a few empirical papers have explicitly explored the persistence of teacher-induced learning gains or other educational interventions" p.3	Dismissive	The Persistence of Teacher-Induced Learning Gains	14065	JUNE 2008 - WORKING PAPER 14065
	Brian A. Jacob, Lars Lefgren & David Sims			"The first paper to explicitly consider the issue of persistence in the effect of teachers on student achievement was a study by McCaffery et al. (2004)" p.10	1stness	The Persistence of Teacher-Induced Learning Gains	14065	JUNE 2008 - WORKING PAPER 14065
28	Elizabeth Cascio, Damon Clark & Nora Gordon	22		no DRs found		Education and the Age Profile of Literacy into Adulthood	14073	JUNE 2008 - WORKING PAPER 14073
29	Scott E. Carrell & James E. West	23		no DRs found		Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors	14081	JUNE 2008 - WORKING PAPER 14081
30	David Deming & Susan Dynarski	24		no DRs found		The Lengthening of Childhood	14124	JUNE 2008 - WORKING PAPER 14124	"We gratefully acknowledge the financial support of Harvard's Multidisciplinary Program on Inequality and Social Policy (Deming) and the Federal Reserve Bank of Boston and the Milton Fund (Dynarski)."
31	Benjamin F. Jones	25		no DRs found		The Knowledge Trap: Human Capital and Development Reconsidered	14138	JUNE 2008 - WORKING PAPER 14138
32	Ofer Malamud & Cristian Pop-Eleches	26		no DRs found		General Education vs. Vocational Training: Evidence from an Economy in Transition	14155	JULY 2008 - WORKING PAPER 14155	"Ofer Malamud gratefully acknowledges the financial support of the Spencer Foundation."
33	David Card, Martin Dooley & Abigail Payne	27		no DRs found		School Competition and Efficiency with Publicly Funded Catholic Schools	14176	JULY 2008 - WORKING PAPER 14176	"This research has been funded from grants from the Canadian Foundation for Innovation, the Ontario Innovation Trust, the Social Sciences and Humanities Research Council, the Council of Ministers of Education, and McMaster University."
34	John P. Papay, Richard J. Murnane & John B. Willett	28		no DRs found		The Consequences of High School Exit Examinations for Struggling Low-Income Urban Students: Evidence from Massachusetts	14186	JULY 2008 - WORKING PAPER 14186	"Financial support was provided by the U.S. Department of Education Institute for Education Sciences (Grant Number R305A080127) and the Harvard Graduate School of Education Dean's Summer Fellowship."
35	Juan Carlos Calcagno & Bridget Terry Long	29	17	"Remedial or developmental courses are the most common instruments used to assist postsecondary students who are not ready for collegelevel coursework. However, despite its important role in higher education and substantial costs, there is little rigorous evidence on the effectiveness of college..." Abstract	Dismissive, Denigrating	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"Unfortunately, the ongoing debates about whether and where to offer remediation lack a large knowledge base about the effectiveness of the courses" p.2	Dismissive	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"The lack of research knowledge has been primarily due to the unavailability of data but also to the failure of most research to account for the non-random assignment into remedial courses" p.2	Dismissive, Denigrating	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"The few other studies on remediation using an RD design have generally used only very small samples and are thus difficult to interpret." p.3	Dismissive, Denigrating	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"While postsecondary remediation plays an important role in higher education, little is known about its effectiveness in improving the outcomes of underprepared students" p.5	Dismissive	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"Even though 35 to 40 percent of first-time college students are placed into remediation each year, the topic remains an understudied component of higher education" p.6	Dismissive	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"Early research on remediation has been mainly descriptive, simply comparing the outcomes of students in remediation to those not in remedial courses" p.6	Dismissive, Denigrating	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"Unfortunately, until recently, few studies have been able to overcome these research concerns. Two reviews of the literature on remedial and developmental education found the bulk of studies to be “methodologically weak” with almost two-thirds reflecting “serious methodological flaws” (O’Hear & MacDonald, 1995; Boylan & Saxon, 1999)." p.6	Denigrating	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"With the availability of new data sources, several major studies on the impact of remediation have been completed in recent years. The first set of large scale studies, by Bettinger and Long (2005, forthcoming), use" p.6	1stness	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"Even with the recent research developments on the effectiveness of remediation, little is known about the causal impact of remedial courses on underprepared students beyond Ohio and Texas." pp.7-8	Dismissive	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"The study addresses limitations in the previous literature by" p.30	Denigrating	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"While remedial education is a major investment at many colleges and universities, the literature provides very little information about the causal impact of remedial courses, and much of the recent evidence has been conflicting." p.30	Dismissive	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
	Juan Carlos Calcagno & Bridget Terry Long			"this paper gives a larger perspective on the impacts of remediation than previous work and reconciles some of the mixed results found in other causal studies." p.31	Denigrating	The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance	14194	JULY 2008 - WORKING PAPER 14194	"This research was generously supported by the Spencer Dissertation Fellowship, Lumina Foundation for Education through the Achieving the Dream: Community Colleges Count initiative, and the National Center for Postsecondary Research (NCPR)"
36	Lindsay C. Page, Richard J. Murnane & John B. Willett	30		no DRs found		Trends in the Black-White Achievement Gap:Clarifying the Meaning of Within- and Between-School Achievement Gaps	14213	AUGUST 2008 - WORKING PAPER 14213	"The authors thank the Harvard University Achievement Gap Initiative and the U.S. Institute for Education Sciences (National Assessment of Educational Progress Secondary Analysis Grant R902B070031) for financial support of the research on which this paper is based"
37	Eric A. Hanushek & Steven G. Rivkin	31	18	"Although the policy innovations were dramatic, the research on implications of desegregation has been slower in coming. Much of the early work focused on the outcomes of desegregative acts (court orders, busing programs, and the like) and failed to separate the immediate reactions from the long term impacts" p.4	Dismissive, Denigrating	Harming the Best: How Schools Affect the Black-White Achievement Gap	14211	AUGUST 2008 - WORKING PAPER 14211	"Support for this work has been provided by the Packard Humanities Institute"
	Eric A. Hanushek & Steven G. Rivkin			"The impacts of specific family, school, peer, and community factors on this pattern have been examined, but the limited and often contradictory statistical evidence raises doubts about the efficacy of desegregation and other policies as mechanisms for addressing racial inequalities' p.5	Dismissive, Denigrating	Harming the Best: How Schools Affect the Black-White Achievement Gap	14211	AUGUST 2008 - WORKING PAPER 14211	"Support for this work has been provided by the Packard Humanities Institute"
38	Lisa Barrow, Lisa Markman & Cecilia E. Rouse	32	19	"A potential problem with the existing literature is that few studies use a randomized controlled study design or employ a credible strategy for controlling for factors such as individual teacher effects and student ability, which might be correlated with both the use of computers in the classroom and student outcomes" pp.2-3	Dismissive, Denigrating	Technology's Edge: The Educational Benefits of Computer-Aided Instruction	14240	AUGUST 2008 - WORKING PAPER 14240	"Funding for this project was generously provided by the Education Research Section at Princeton University."
	Lisa Barrow, Lisa Markman & Cecilia E. Rouse			" ... few studies offer evidence on why the technology may help or hinder student achievement and the most recent evidence for math may not apply to U.S. students." p.3	Dismissive, Denigrating	Technology's Edge: The Educational Benefits of Computer-Aided Instruction	14240	AUGUST 2008 - WORKING PAPER 14240	"Funding for this project was generously provided by the Education Research Section at Princeton University."
39	Scott E. Carrell & Mark L. Hoekstra	33	20	"However, credibly estimating peer effects caused by troubled children has been difficult due to both data and methodological limitations" p.2	Dismissive, Denigrating	Externalities in the Classroom: How Children Exposed to Domestic Violence Affect Everyone's Kids	14246	AUGUST 2008 - WORKING PAPER 14246		There are many thousands of school districts in the United States. The authors claim that only their one school district has a data set that links children’s outcomes on academic achievement and discipline are linked to domestic violence cases filed by their parent.
	Scott E. Carrell & Mark L. Hoekstra			"We overcome these problems by utilizing a unique data set in which children’s outcomes on academic achievement and discipline are linked to domestic violence cases filed by their parent." p.3	Dismissive	Externalities in the Classroom: How Children Exposed to Domestic Violence Affect Everyone's Kids	14246	AUGUST 2008 - WORKING PAPER 14246		There are many thousands of school districts in the United States. The authors claim that only their one school district has a data set that links children’s outcomes on academic achievement and discipline are linked to domestic violence cases filed by their parent.
40	Jason M. Lindo, Nicholas J. Sanders & Philip Oreopoulos	34	21	"Despite the prevalence of academic probation, the existing literature on its impact on students is limited to a single paper which compares the mean retention rate of engineering students on probation to the mean retention rate of those in good academic standing (Scalise, Besterfield-Sacre, Shuman, and Wolfe 2000)" p.2	Dismissive	Ability, Gender, and Performance Standards: Evidence from Academic Probation	14261	AUGUST 2008 - WORKING PAPER 14261
	Jason M. Lindo, Nicholas J. Sanders & Philip Oreopoulos			"We offer the first study examining the causal effects of a negative incentive program." p.2	1stness	Ability, Gender, and Performance Standards: Evidence from Academic Probation	14261	AUGUST 2008 - WORKING PAPER 14261
	Jason M. Lindo, Nicholas J. Sanders & Philip Oreopoulos			"This paper also contributes to the growing literature on gender differences in response to educational incentives." p.3	Dismissive	Ability, Gender, and Performance Standards: Evidence from Academic Probation	14261	AUGUST 2008 - WORKING PAPER 14261
	Jason M. Lindo, Nicholas J. Sanders & Philip Oreopoulos			"However, because all of these papers focus on policies providing positive incentives, little is known about gender difference in response to negative incentives." p.3	Dismissive	Ability, Gender, and Performance Standards: Evidence from Academic Probation	14261	AUGUST 2008 - WORKING PAPER 14261
41	Melissa Clark, Jesse Rothstein & Diane Whitmore Schanzenbach	35		no DRs found		Selection Bias in College Admissions Test Scores	14265	AUGUST 2008 - WORKING PAPER 14265
42	Jesse Rothstein & Albert Yoon	36		no DRs found		Mismatch in Law School	14275	AUGUST 2008 - WORKING PAPER 14275	"We thank the Andrew W. Mellon Foundation for financial support."
43	Jesse Rothstein & Albert H. Yoon	37		no DRs found		Affirmative Action in Law School Admissions: What Do Racial Preferences Do?	14276	AUGUST 2008 - WORKING PAPER 14276	"We thank the Andrew W. Mellon Foundation for financial support."
44	Matthew Neidell & Jane Waldfogel	38	22	"Given the growing evidence suggesting the importance of non-cognitive skills in human capital acquisition and earnings (Heckman and Rubinstein (2001), Heckman et al. (2006))," p.2	Dismissive	Cognitive and Non-Cognitive Peer Effects in Early Education	14277	AUGUST 2008 - WORKING PAPER 14277	"Both authors gratefully acknowledge funding from the Spencer Foundation, and Waldfogel from the John D. and Catherine T. MacArthur Foundation and Russell Sage Foundation."
	Matthew Neidell & Jane Waldfogel			"Prior evidence of early education spillover effects is scant" p.5	Dismissive	Cognitive and Non-Cognitive Peer Effects in Early Education	14277	AUGUST 2008 - WORKING PAPER 14277	"Both authors gratefully acknowledge funding from the Spencer Foundation, and Waldfogel from the John D. and Catherine T. MacArthur Foundation and Russell Sage Foundation."
45	Daniel L. Millimet, Rusty Tchernis & Muna Husain	39	23	"empirical research on the impact of these programs on child weight subsequent to the required implementation of the reforms instituted under the School Meals Initiative for Healthy Children has been lacking" p.20	Dismissive	School Nutrition Programs and the Incidence of Childhood Obesity	14297	SEPTEMBER 2008 - WORKING PAPER 14297
46	Abhijit Banerjee, Rukmini Banerji, Esther Duflo, Rachel Glennerster & Stuti Khemani	40		no DRs found		Pitfalls of Participatory Programs: Evidence From a Randomized Evaluation in Education in India	14311	SEPTEMBER 2008 - WORKING PAPER 14311
47	Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb & James Wyckoff	41	24	"This paper is one of the first to estimate the effects of features of teachers' preparation on teachers' value-added to student test score performance in math and English Language Arts." Abstract	1stness	Teacher Preparation and Student Achievement	14314	SEPTEMBER 2008 - WORKING PAPER 14314	"We appreciate financial support from the Carnegie Corporation of New York, City University of New York, the National Science Foundation, the Spencer Foundation and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018 to the Urban Institute."
	Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb & James Wyckoff			"Most agree, however, that we lack a strong research basis for understanding how to prepare teachers to meet the challenges of urban schools (c.f. Cochran-Smith & Zeichner, 2005; Wilson, Floden, Ferrini-Mundy, 2001)." p.1	Dismissive	Teacher Preparation and Student Achievement	14314	SEPTEMBER 2008 - WORKING PAPER 14314	"We appreciate financial support from the Carnegie Corporation of New York, City University of New York, the National Science Foundation, the Spencer Foundation and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018 to the Urban Institute."
	Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb & James Wyckoff			"Lack of evidence creates the opportunity for a myriad of potential “solutions” regarding teacher preparation and little way to evaluate their promise. This study is a first step towards developing evidence to inform these debates, looking carefully at the ways in which teachers are prepared and the consequences of that preparation for pupil learning." p.1	1stness, Dismissive	Teacher Preparation and Student Achievement	14314	SEPTEMBER 2008 - WORKING PAPER 14314	"We appreciate financial support from the Carnegie Corporation of New York, City University of New York, the National Science Foundation, the Spencer Foundation and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018 to the Urban Institute."
48	Victor Lavy	42	25	"As far as I am aware, this study is the first to test the hypothesis of gender differences in competitiveness based on evidence from a real work place." p.20	1stness	Gender Differences in Market Competitiveness in a Real Workplace: Evidence from Performance-based Pay Tournaments among Teachers	14338	SEPTEMBER 2008 - WORKING PAPER 14338
49	Isaac Ehrlich, William A. Hamlen Jr. & Yong Yin			N/A		Asset Management, Human Capital, and the Market for Risky Assets	14340	SEPTEMBER 2008 - WORKING PAPER 14340
50	Anna Aizer	43		no DRs found		Peer Effects and Human Capital Accumulation: the Externalities of ADD	14354	SEPTEMBER 2008 - WORKING PAPER 14354
51	Bridget Terry Long & Michal Kurlaender	44	26	"Although previous research has highlighted the reduced likelihood of baccalaureate attainment for students who begin at a community college, the bulk of research in this area focuses on students who graduated high school over fifteen years ago and even thirty years ago" p.2	Dismissive, Denigrating	Do Community Colleges provide a Viable Pathway to a Baccalaureate Degree?	14367	SEPTEMBER 2008 - WORKING PAPER 14367
	Bridget Terry Long & Michal Kurlaender			"Finally, unlike many other state unit record datasets, we have information on family background to control for other differences between students" p.3	Denigrating	Do Community Colleges provide a Viable Pathway to a Baccalaureate Degree?	14367	SEPTEMBER 2008 - WORKING PAPER 14367
	Bridget Terry Long & Michal Kurlaender			"unlike any other study, this paper utilizes two different methodologies (propensity scores and instrumental variables) to triangulate the impact of starting at a community college on baccalaureate attainment." pp.3-4	1stness	Do Community Colleges provide a Viable Pathway to a Baccalaureate Degree?	14367	SEPTEMBER 2008 - WORKING PAPER 14367
52	Bruce Sacerdote	45		no DRs found		When The Saints Come Marching In: Effects of Hurricanes Katrina and Rita on Student Evacuees	14385	OCTOBER 2008 - WORKING PAPER 14385	"The National Science Foundation and the US Department of Educations' Institute for Education Sciences provided generous funding."
53	Victor Lavy, M. Daniele Paserman & Analia Schlosser	46	27	"Using a unique national survey administered to middle school students, we are able to identify whether peer composition affects teachers’ pedagogical methods in the classroom, the level of disruption and violence, and the quality of inter-student and student-teacher interactions." p.1	1stness	Inside the Black Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers in the Classroom	14415	OCTOBER 2008 - WORKING PAPER 14415
	Victor Lavy, M. Daniele Paserman & Analia Schlosser			"With the exception of Lavy and Schlosser (2007) who apply a similar research design to study the extent and mechanisms of gender peer effects in the classroom, we are not aware of other studies that have attempted to explore empirically the “black box” of peer effects." p.1	Dismissive	Inside the Black Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers in the Classroom	14415	OCTOBER 2008 - WORKING PAPER 14415
54	Jesse Rothstein	47		no DRs found		Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement	14442	OCTOBER 2008 - WORKING PAPER 14442	"Financial support was generously provided by the Princeton Industrial Relations Section and Center for Economic Policy Studies and the U.S. Department of Education (under grant R305A080560)."
55	Dhaval M. Dave, Nancy E. Reichman & Hope Corman	48	28	"Relatively few studies have investigated the effects of welfare reform on educational acquisition, and all but one of those focused exclusively on teenage girls" p.5	Dismissive	Effects of Welfare Reform on Educational Acquisition of Young Adult Women	14466	NOVEMBER 2008 - WORKING PAPER 14466
	Dhaval M. Dave, Nancy E. Reichman & Hope Corman			"The potential effects of welfare reform on education among adult women have been largely neglected by the research community" p.10	Dismissive	Effects of Welfare Reform on Educational Acquisition of Young Adult Women	14466	NOVEMBER 2008 - WORKING PAPER 14466
	Dhaval M. Dave, Nancy E. Reichman & Hope Corman			"In sum, there is a dearth of existing work on the effects of welfare reform on adult women’s education despite the facts …." p.11	Dismissive	Effects of Welfare Reform on Educational Acquisition of Young Adult Women	14466	NOVEMBER 2008 - WORKING PAPER 14466
	Dhaval M. Dave, Nancy E. Reichman & Hope Corman			"This study makes three major contributions. First, it contributes to the sparse literature on adult education by identifying welfare policy as a strong determinant of educational acquisition" p.37	Dismissive	Effects of Welfare Reform on Educational Acquisition of Young Adult Women	14466	NOVEMBER 2008 - WORKING PAPER 14466
	Dhaval M. Dave, Nancy E. Reichman & Hope Corman			"we produced the most compelling evidence to date on the effects of welfare reform on teen drop-out" p.37	1stness	Effects of Welfare Reform on Educational Acquisition of Young Adult Women	14466	NOVEMBER 2008 - WORKING PAPER 14466
	Dhaval M. Dave, Nancy E. Reichman & Hope Corman			"These results fill an important gap in the welfare reform literature and suggest that the gains from welfare reform in terms of increasing employment and reducing caseloads have come at a cost" p.37	1stness	Effects of Welfare Reform on Educational Acquisition of Young Adult Women	14466	NOVEMBER 2008 - WORKING PAPER 14466
56	Chris M. Herbst & Erdal Tekin			N/A		Child Care Subsidies and Child Development	14474	NOVEMBER 2008 - WORKING PAPER 14474
57	Esther Duflo, Pascaline Dupas & Michael Kremer	49	29	"Rigorous evidence on the effect of tracking on learning of students at various points of the prior achievement distribution is limited" p.4	Dismissive	Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya	14475	NOVEMBER 2008 - WORKING PAPER 14475	"We thank, without implicating, the World Bank and the Government of the Netherlands for the grant that made this study possible." Abstract
	Esther Duflo, Pascaline Dupas & Michael Kremer			"Despite the critical importance of this issue for the educational policy both in developed and developing countries, there is surprisingly little rigorous evidence addressing it, and to our knowledge this paper provides the first experimental evaluation of the impact of tracking in any context, and the only rigorous evidence in a developing country context." pp.30-31	1stness, Dismissive	Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya	14475	NOVEMBER 2008 - WORKING PAPER 14475	"We thank, without implicating, the World Bank and the Government of the Netherlands for the grant that made this study possible." Abstract
58	Jonah E. Rockoff, Brian A. Jacob, Thomas J. Kane & Douglas O. Staiger	50	30	"Research on the relationship between teachers' characteristics and teacher effectiveness has been underway for over a century, yet little progress has been made in linking teacher quality with factors observable at the time of hire." Abstract	Denigrating	Can You Recognize an Effective Teacher When You Recruit One?	14485	NOVEMBER 2008 - WORKING PAPER 14485	We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support. &  NBER funders
	Jonah E. Rockoff, Brian A. Jacob, Thomas J. Kane & Douglas O. Staiger			“However, most research on teacher effectiveness has examined a relatively small set of teacher characteristics, such as graduate education and certification . . . researchers’ lack of success in predicting new teacher performance may be driven by a narrow focus on commonly available data.” p. 1	Dismissive	Can You Recognize an Effective Teacher When You Recruit One?	14485	NOVEMBER 2008 - WORKING PAPER 14485	We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support. &  NBER funders
	Jonah E. Rockoff, Brian A. Jacob, Thomas J. Kane & Douglas O. Staiger			“While many studies have been conducted, few definitive conclusions have been made. One reason has been the widespread but controversial use of the Minnesota Multiphasic Personality Inventory. …” p. 8	Denigrating	Can You Recognize an Effective Teacher When You Recruit One?	14485	NOVEMBER 2008 - WORKING PAPER 14485	We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support. &  NBER funders
	Jonah E. Rockoff, Brian A. Jacob, Thomas J. Kane & Douglas O. Staiger			“However, there is little work examining the relationship between self-efficacy and student learning.” p. 9	Dismissive	Can You Recognize an Effective Teacher When You Recruit One?	14485	NOVEMBER 2008 - WORKING PAPER 14485	We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support. &  NBER funders
	Jonah E. Rockoff, Brian A. Jacob, Thomas J. Kane & Douglas O. Staiger			“In addition to being one of the first studies of teacher value-added and its correlation with principal evaluations, this paper also finds a significant positive relationship between teachers’ sense of self-efficacy and student achievement growth.” p. 10	1stness	Can You Recognize an Effective Teacher When You Recruit One?	14485	NOVEMBER 2008 - WORKING PAPER 14485	We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support. &  NBER funders
	Jonah E. Rockoff, Brian A. Jacob, Thomas J. Kane & Douglas O. Staiger			“While use of commercial selection instruments has grown considerably, there is little systematic evidence on the power of these instruments for predicting teacher effectiveness.” p. 11	Dismissive	Can You Recognize an Effective Teacher When You Recruit One?	14485	NOVEMBER 2008 - WORKING PAPER 14485	"We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support. &  NBER funders"
59	Stephanie Riegg Cellini, Fernando Ferreira & Jesse Rothstein	51	31	"The few studies that have focused explicitly on the effects of capital expenditures on student achievement are unable to convincingly separate the causal effects of school facilities from other confounding factors, such as the socioeconomic status of local families." p.1	Dismissive, Denigrating	The Value of School Facilities: Evidence from a Dynamic Regression Discontinuity Design	14516	DECEMBER 2008 - WORKING PAPER 14516	"Fernando Ferreira would like to thank the Research Sponsor Program of the Zell/Lurie Real Estate Center at Wharton for financial support. Jesse Rothstein thanks the Princeton University Industrial Relations Section and Center for Economic Policy Studies"
60	Helena Skyt Nielsen, Torben Sørensen & Christopher R. Taber	52		no DRs found		Estimating the Effect of Student Aid on College Enrollment: Evidence from a Government Grant Policy Reform	14535	DECEMBER 2008 - WORKING PAPER 14535	"The project has been supported by the Danish Research Agency (grant no. 2117-05-0076)."
61	Brian Jacob & Jens Ludwig	53	32	"A growing body of empirical evidence suggests that policies that can effectively reduce the amount of racial (and by implication socio-economic) segregation within schools may help improve the schooling outcomes of disadvantaged children" p.6	Dismissive	Improving Educational Outcomes for Poor Children	14550	DECEMBER 2008 - WORKING PAPER 14550	"A version of this paper was presented at the Institute of Research on Poverty conference "Changing Poverty," which was held at the University of Wisconsin-Madison May 29-30, 2008, with financial support from the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services and the Russell Sage Foundation."
	Brian Jacob & Jens Ludwig			"The available evidence for effective changes in school practices are limited," p.7	Dismissive	Improving Educational Outcomes for Poor Children	14550	DECEMBER 2008 - WORKING PAPER 14550	"A version of this paper was presented at the Institute of Research on Poverty conference "Changing Poverty," which was held at the University of Wisconsin-Madison May 29-30, 2008, with financial support from the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services and the Russell Sage Foundation."
	Brian Jacob & Jens Ludwig			"Unfortunately the evaluation evidence about the effectiveness of CSR programs is, like with curricular reforms, quite limited." p.17	Dismissive	Improving Educational Outcomes for Poor Children	14550	DECEMBER 2008 - WORKING PAPER 14550	"A version of this paper was presented at the Institute of Research on Poverty conference "Changing Poverty," which was held at the University of Wisconsin-Madison May 29-30, 2008, with financial support from the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services and the Russell Sage Foundation."
	Brian Jacob & Jens Ludwig			"However to date there is little evidence that, as currently implemented, these high school CSR approaches improve student outcomes." p.18	Dismissive	Improving Educational Outcomes for Poor Children	14550	DECEMBER 2008 - WORKING PAPER 14550	"A version of this paper was presented at the Institute of Research on Poverty conference "Changing Poverty," which was held at the University of Wisconsin-Madison May 29-30, 2008, with financial support from the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services and the Russell Sage Foundation."
	Brian Jacob & Jens Ludwig			"Unfortunately, there is little guidance that researchers can provide in this area" pp.20-21	Dismissive	Improving Educational Outcomes for Poor Children	14550	DECEMBER 2008 - WORKING PAPER 14550	"A version of this paper was presented at the Institute of Research on Poverty conference "Changing Poverty," which was held at the University of Wisconsin-Madison May 29-30, 2008, with financial support from the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services and the Russell Sage Foundation."
	Brian Jacob & Jens Ludwig			"There has been little research on teacher “demand” policies." footnote 10	Dismissive	Improving Educational Outcomes for Poor Children	14550	DECEMBER 2008 - WORKING PAPER 14550	"A version of this paper was presented at the Institute of Research on Poverty conference "Changing Poverty," which was held at the University of Wisconsin-Madison May 29-30, 2008, with financial support from the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services and the Russell Sage Foundation."
62	Jonah E. Rockoff & Lesley J. Turner	54	33	"However, the literature on school accountability is still quite new," p.1	Dismissive	Short Run Impacts of Accountability on School Quality	14564	DECEMBER 2008 - WORKING PAPER 14564
	Jonah E. Rockoff & Lesley J. Turner			"While evidence that accountability pressure can induce improvements in student achievement has grown we still know relatively little about the pathways through which accountability systems can achieve these outcomes" p.33	Dismissive	Short Run Impacts of Accountability on School Quality	14564	DECEMBER 2008 - WORKING PAPER 14564
63	Dhaval M. Dave, Sandra Decker, Robert Kaestner & Kosali I. Simon			N/A		Re-examining the Effects of Medicaid Expansions for Pregnant Women	14591	DECEMBER 2008 - WORKING PAPER 14591
64	Thomas J. Kane & Douglas O. Staiger	55	34	"However, as several recent papers remind us, the statistical assumptions required for the identification of causal teacher effects with observational data are extraordinarily strong--and rarely tested (Andrabi, Das, Khwaja and Zajonc (2008), McCaffrey et. al. (2004), Raudenbush (2004), Rothstein (2008), Rubin, Stuart and Zannutto (2004), Todd and Wolpin (2003))." p.1	Dismissive, Denigrating	Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation	14607	DECEMBER 2008 - WORKING PAPER 14607	"This analysis was supported by the Spencer Foundation. Initial data collection was supported by a grant from the National Board on Professional Teaching Standards to the Urban Education Partnership in Los Angeles."
	Thomas J. Kane & Douglas O. Staiger			"Although many analysts have used non-experimental data to estimate teacher effects … we were able to identify only one previous study using random assignment to estimate the variation in teacher effects." p.4	Dismissive, Denigrating	Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation	14607	DECEMBER 2008 - WORKING PAPER 14607	"This analysis was supported by the Spencer Foundation. Initial data collection was supported by a grant from the National Board on Professional Teaching Standards to the Urban Education Partnership in Los Angeles."
65	Steven Cantrell, Jon Fullerton, Thomas J. Kane & Douglas O. Staiger	56		no DRs found		National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment	14608	DECEMBER 2008 - WORKING PAPER 14608	"Commissioned by the National Board for Professional Teaching Standards, the contents of this paper were developed under a grant from the U.S. Department of Education and under a grant from the Spencer Foundation."
66	Clayton Featherstone & Muriel Niederle	57		no DRs found		Ex Ante Efficiency in School Choice Mechanisms: An Experimental Investigation	14618	DECEMBER 2008 - WORKING PAPER 14618	"Support from NSF is gratefully acknowledged"
67	Kevin Milligan & Mark Stabile	58		no DRs found		Do Child Tax Benefits Affect the Wellbeing of Children? Evidence from Canadian Child Benefit Expansions	14624	DECEMBER 2008 - WORKING PAPER 14624	"This research has been supported by a CLSRN grant."
	2012						Year 2012
1	Imberman, S.A. & Kugler, A.D	1	1	"There is an extensive literature on the link between nutrition and education in the developing country context, but a more limited literature on the nutrition-schooling relationship," page 5.	Dismissive	The Effect of Providing Breakfast on Student Performance: Evidence from an In-Class Breakfast Program	17720	NBER Working Paper 17720; January 2012
2	C.K. Jackson	2	2	"Using similar methodologies as those used for elementary-school teachers, the few studies on high-school teachers find similar and somewhat larger effects.," page 1.	Dismissive	Teacher Quality at the High-School Level: The Importance of Accounting for Tracks	17722	NBER Working Paper 17722; January 2012
3	Frisancho-Robles, V.C. & Krishna, K.	3		no DRs found		Affirmative Action in Higher Education in India: Targeting, Catch Up, and Mismatch	17727	NBER Working Paper 17727; January 2012	Kala Krishna is grateful to the Human Capital Foundation (www.hcfoundation.ru), and especially Andrey P. Vavilov, for support of the Department of Economics, the Center for the Study of Auctions, Procurements, and Competition Policy (CAPCP, http://capcp.psu.edu/), and the Center for Research in International Financial and Energy Security (CRIFES, http://crifes.psu.edu/) at Penn State University.
4	Hanushek, E.A. & Yilmaz, K.	4	3	"The prior work on zoning ... has provided both inconclusive theoretical results and quite inconsistent empirical support of the theory. More importantly, none of this work addresses important questions about the level and distribution of public goods that are provided under fiscal zoning." abstract.	Denigrating	Land Use Controls and the Provision of Education	17730	NBER Working Paper 17730; January 2012
	Hanushek, E.A. & Yilmaz, K.			"By focusing entirely on the locus of taxes and expenditures across jurisdictions, this literature has, however, neglected other important aspects of the residential choices of households." p.1	Dismissive, Denigrating	Land Use Controls and the Provision of Education	17730	NBER Working Paper 17730; January 2012
5	Judith Scott-Clayton			N/A		What Explains Trends in Labor Supply Among U.S. Undergraduates, 1970-2009?	17744	JANUARY 2012 - WORKING PAPER 17744
6	Fryer, R.G. Jr., Devi, T., Holden, R.T.	5		no DRs found		Vertical Versus Horizontal Incentives in Education: Evidence from Randomized Trials	17752	NBER Working Paper 17752; January 2012, Revised October 2017	Financial support from the Broad Foundation, District of Columbia Public Schools, and the Liemandt Foundation is gratefully acknowledged. Holden acknowledges ARC Future Fellowship FT130101159.
7	Elizabeth U. Cascio & Ebonya L. Washington			N/A		Valuing the Vote: The Redistribution of Voting Rights and State Funds Following the Voting Rights Act of 1965	17776	JANUARY 2012 - WORKING PAPER 17776
8	Branch, G.F., Hanushek, E.A., Rivkin,S.G.	6	4	"Although much has been written about the importance of leadership in the determination of organizational success, there is little quantitative evidence due to the difficulty of separating the impact of leaders from other organizational components – particularly in the public sector," abstract.	Dismissive	Estimating the Effects of Leaders on Public Sector Productivity: The Case of School Principals	17803	NBER Working Paper 17803; February 2012	This research has been supported by the Packard Humanities Institute and the Smith Richardson Foundation, the Spencer Foundation, and the Hewlett Foundation.
9	Judith Scott-Clayton	7	5	"Yet until recently, college aid programs have typically paid little attention to students' information constraints" abstract	Dismissive	Information Constraints and Financial Aid Policy	17811	FEBRUARY 2012 - WORKING PAPER 17811
	Judith Scott-Clayton			"While only a handful of studies have examined students’ perceived benefits from postsecondary education, what evidence is available suggests" p.4	Dismissive	Information Constraints and Financial Aid Policy	17811	FEBRUARY 2012 - WORKING PAPER 17811
	Judith Scott-Clayton			"The data on high school students' earnings expectations is even more sparse, but suggests they are no less aware of the benefits to college," page 4.	Dismissive	Information Constraints and Financial Aid Policy	17811	FEBRUARY 2012 - WORKING PAPER 17811
	Judith Scott-Clayton			"An important and puzzling anomaly to the lesson above – which has been noted in prior reviews (Dynarski & Scott-Clayton 2006; Long 2008; Deming & Dynarski 2009) – is the relatively weak evidence regarding the Pell Grant program" p.9	Dismissive	Information Constraints and Financial Aid Policy	17811	FEBRUARY 2012 - WORKING PAPER 17811
10	Stephanie Riegg Cellini & Claudia Goldin	8	6	"We use administrative data from five states to provide the first comprehensive estimates of the size of the for-profit higher education sector in the U.S," abstract.	1stness	Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges	17827	FEBRUARY 2012 - WORKING PAPER 17827
	Stephanie Riegg Cellini & Claudia Goldin			"We use administrative data from five states to provide the first comprehensive estimates of the size of the for-profit higher education sector in the U.S." abstract	1stness	Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges	17827	FEBRUARY 2012 - WORKING PAPER 17827
	Stephanie Riegg Cellini & Claudia Goldin			"In this paper, we draw on administrative data from five states to provide the first estimates of the number of institutions, enrollments, and completions in NT4 institutions" p.1	1stness	Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges	17827	FEBRUARY 2012 - WORKING PAPER 17827
	Stephanie Riegg Cellini & Claudia Goldin			"We add these figures to those of T4 institutions, thereby providing the first comprehensive accounting of the size of the for-profit sector in its entirety." p.2	1stness	Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges	17827	FEBRUARY 2012 - WORKING PAPER 17827
	Stephanie Riegg Cellini & Claudia Goldin			"This paper is the first (to our knowledge) to estimate tuition differences as a function of eligibility for federal student aid and the first to explore the Bennett Hypothesis using a sample of for-profit institutions," page 3.	1stness	Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges	17827	FEBRUARY 2012 - WORKING PAPER 17827
	Stephanie Riegg Cellini & Claudia Goldin			"Exactly how and why NT4 institutions continue to survive in this market remains an open question." p.7	Dismissive	Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges	17827	FEBRUARY 2012 - WORKING PAPER 17827
	Stephanie Riegg Cellini & Claudia Goldin			"Generating an accurate count of the number of for-profit higher educational institutions and students has eluded researchers" p.26	1stness, Denigrating	Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges	17827	FEBRUARY 2012 - WORKING PAPER 17827
	Stephanie Riegg Cellini & Claudia Goldin			"In this paper, we draw on new state data to count these non-Title IV (NT4) institutions and generate what we believe to be the first comprehensive estimate of the size of the for-profit postsecondary education sector in the United States." p.26	1stness	Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges	17827	FEBRUARY 2012 - WORKING PAPER 17827
11	Susan Dynarski & Mark Wiederspan	9	7	no DRs found		Student Aid Simplification: Looking Back and Looking Ahead	17834	FEBRUARY 2012 - WORKING PAPER 17834
12	Chaudhary, L., Musacchio, A., Nafziger, S., Yan, S.	10	8	"Unlike most comparative research on the economic history of education, which focuses on differences among developed societies, or between developed and developing countries, our paper investigates the limited provision of public primary schooling in four of the largest developing economies at the turn of the 20th century: Brazil, Russia, India and China (BRIC)," page 2.	Denigrating	Big BRICs, Weak Foundations: The Beginning of Public Elementary in Brazil, Russia, India, and China	17852	NBER Working Paper 17852; February 2012	Nafziger and Yan received support from NSF (SES-0922531). Yan also acknowledges support from NSSFC grant (Project No. 09CJL009).
13	C.K. Jackson	11	9	"Because students often self-select into such programs, rigorous evaluations are scarce and there are none investigating the effects of college prep-programs on long-run outcomes," page 1.	Dismissive, Denigrating	Do College-Prep Programs Improve Long-Term Outcomes?	17859	NBER Working Paper 17859; February 2012
14	Jonathan Meer & Harvey S. Rosen	12	10	"The panel nature of the data allows us to examine issues relating to the time pattern of giving, in particular, the frequency with which individuals make gifts. Such questions cannot be addressed by previous studies, which have tended to look at either a single year’s worth of data, or have examined average giving over a number of years" p.2	1stness, Denigrating	Does Generosity Beget Generosity? Alumni Giving and Undergraduate Financial Aid	17861	FEBRUARY 2012 - WORKING PAPER 17861	We are grateful to Princeton’s Center for Economic Policy Studies for support of this research.
	Jonathan Meer & Harvey S. Rosen			"While interesting, the results of studies using institutional level data must be regarded with caution because the cultures and histories of different colleges are highly diverse" pp.3-4	Denigrating	Does Generosity Beget Generosity? Alumni Giving and Undergraduate Financial Aid	17861	FEBRUARY 2012 - WORKING PAPER 17861	We are grateful to Princeton’s Center for Economic Policy Studies for support of this research.
	Jonathan Meer & Harvey S. Rosen			"While the literature on the effect of financial aid on behavior after college is rather sparse, there has been a good deal of literature on the effects of financial aid before college," footnote 2	Dismissive	Does Generosity Beget Generosity? Alumni Giving and Undergraduate Financial Aid	17861	FEBRUARY 2012 - WORKING PAPER 17861	We are grateful to Princeton’s Center for Economic Policy Studies for support of this research.
	Jonathan Meer & Harvey S. Rosen			"In addition, unlike previous studies, we track some individuals in our sample over a sufficiently long period of time that we can examine whether the effects of financial aid packages diminish with time," page 5.	1stness	Does Generosity Beget Generosity? Alumni Giving and Undergraduate Financial Aid	17861	FEBRUARY 2012 - WORKING PAPER 17861	We are grateful to Princeton’s Center for Economic Policy Studies for support of this research.
15	Benjamin A. Olken, Junko Onishi & Susan Wong			N/A		Should Aid Reward Performance? Evidence from a Field Experiment on Health and Education in Indonesia	17892	MARCH 2012 - WORKING PAPER 17892
16	Craig L. Garthwaite			N/A		You Get a Book! Demand Spillovers, Combative Advertising, and Celebrity Endorsements	17915	MARCH 2012 - WORKING PAPER 17915
17	Emily Oster, Ira Shoulson & E. Ray Dorsey			N/A		Limited Life Expectancy, Human Capital and Health Investments: Evidence from Huntington Disease	17931	MARCH 2012 - WORKING PAPER 17931
18	Costas Meghir, Mårten Palme & Emilia Simeonova	13	11	no DRs found		Education and Mortality: Evidence from a Social Experiment	17932	MARCH 2012 - WORKING PAPER 17932	Financial support from the IFAU is gratefully acknowledged.
19	Jonathan T. Kolstad & Amanda E. Kowalski			N/A		Mandate-Based Health Reform and the Labor Market: Evidence from the Massachusetts Reform	17933	MARCH 2012 - WORKING PAPER 17933
20	Duflo, E., Dupas, P., Kremer, M.	14		no DRs found		School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools	17939	NBER Working Paper 17939; March 2012	We thank the World Bank and the Government of the Netherlands for the grant that made this study possible.
21	Naci H. Mocan & Duha Tore Altindag	15	12	"Specifically, we employ, for the first time in this literature, a panel data set to analyze the validity of the allocative efficiency hypothesis," page 2.	1stness	Education, Cognition, Health Knowledge, and Health Behavior	17949	MARCH 2012 - WORKING PAPER 17949
22	Bond, T.N. & Lang, K.	16	13	"Surprisingly, there has been little attention to this issue among economists although there are some exceptions…" p.1	Dismissive	The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results	17960	NBER Working Paper 17960; March 2012
	Bond, T.N. & Lang, K.			"In contrast, economists have largely ignored the ordinality of test scores," page 1.	Dismissive	The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results	17960	NBER Working Paper 17960; March 2012
23	Melissa Schettini Kearney & Phillip B. Levine			N/A		Explaining Recent Trends in the U.S. Teen Birth Rate	17964	MARCH 2012 - WORKING PAPER 17964
24	Melissa Schettini Kearney & Phillip B. Levine			N/A		Why is the Teen Birth Rate in the United States so High and Why Does it Matter?	17965	MARCH 2012 - WORKING PAPER 17965
25	Cantoni, D. & Yuchtman, N.	17	14	"Existing work on medieval Europe has presented rich historical descriptions of the association between institutional and economic change, but has seldom been able to test for the presence of a causal link," page 3.	Dismissive	Medieval Universities, Legal Institutions, and the Commercial Revolution	17979	NBER Working Paper 17979; April 2012
26	Altonji, J.G., Blom, E., Meghir, C.	18	15	"A huge literature studies educational attainment and the return to education, with the more recent work focussing on heterogeneity in the return. There is much less work on why indviduals choose dierent types of education or on the career consequences of those choices. This is surprising ..." p.3	Dismissive	Heterogeneity in Human Capital Investments: High School Curriculum, College Major, and Careers	17985	NBER Working Paper 17985; April 2012	We also received research support from Department of Economics, the Economic Growth Center, and the Cowles Foundation, Yale University.
	Altonji, J.G., Blom, E., Meghir, C.			"But despite the perrenial debate about what students should study and many calls for better math and science instruction, there is surprisingly little hard evidence about the labor market consequences of specific high school courses," page 3.	Dismissive	Heterogeneity in Human Capital Investments: High School Curriculum, College Major, and Careers	17985	NBER Working Paper 17985; April 2012	We also received research support from Department of Economics, the Economic Growth Center, and the Cowles Foundation, Yale University.
	Altonji, J.G., Blom, E., Meghir, C.			"At the college level, dierences by eld of study have received much less attention in the academic literature than the average return to post-secondary education" p.3	Dismissive	Heterogeneity in Human Capital Investments: High School Curriculum, College Major, and Careers	17985	NBER Working Paper 17985; April 2012	We also received research support from Department of Economics, the Economic Growth Center, and the Cowles Foundation, Yale University.
	Altonji, J.G., Blom, E., Meghir, C.			"However, there is an important and growing literature concerned with the implications of occupation-specic human capital for wages and mobility. Field of education conditions occupational paths." p.3	Dismissive	Heterogeneity in Human Capital Investments: High School Curriculum, College Major, and Careers	17985	NBER Working Paper 17985; April 2012	We also received research support from Department of Economics, the Economic Growth Center, and the Cowles Foundation, Yale University.
27	Dennis N. Epple & Richard Romano	19		no DRs found		On The Political Economy Of Educational Vouchers	17986	APRIL 2012 - WORKING PAPER 17986
28	Thomas Dee	20	16	"However, the evidence from this study also constitutes a novel contribution to the extant literature examining earlier whole school reforms (e.g., Borman et al. 2003)." p.2	1stness	School Turnarounds: Evidence from the 2009 Stimulus	17990	APRIL 2012 - WORKING PAPER 17990
	Thomas Dee			"However, the prior evidence on how underperforming schools can dramatically and quickly improve student outcomes is largely anecdotal," page 9.	Dismissive, Denigrating	School Turnarounds: Evidence from the 2009 Stimulus	17990	APRIL 2012 - WORKING PAPER 17990
	Thomas Dee			"Despite the lack of prior evidence on school turnarounds, the reforms supported by SIGs …" p.10	Dismissive	School Turnarounds: Evidence from the 2009 Stimulus	17990	APRIL 2012 - WORKING PAPER 17990
29	Donald Boyd, Hamilton Lankford, Susanna Loeb & James Wyckoff	21	17	"Yet we know little regarding important properties of these tests, an important example being the extent of test measurement error and its implications for educational policy and practice," abstract.	Dismissive	Measuring Test Measurement Error: A General Approach	18010	APRIL 2012 - WORKING PAPER 18010	We gratefully acknowledge support from the National Science Foundation and the Center for Analysis of Longitudinal Data in Education Research (CALDER).
	Donald Boyd, Hamilton Lankford, Susanna Loeb & James Wyckoff			"Yet we know little regarding the properties of these tests that bear directly on their use and interpretation." p.1	Dismissive	Measuring Test Measurement Error: A General Approach	18010	APRIL 2012 - WORKING PAPER 18010	We gratefully acknowledge support from the National Science Foundation and the Center for Analysis of Longitudinal Data in Education Research (CALDER).
	Donald Boyd, Hamilton Lankford, Susanna Loeb & James Wyckoff			"For example, evidence is often scarce regarding the extent to which standardized tests are aligned with educational standards or the outcomes of interest to policymakers or analysts." p.1	Dismissive	Measuring Test Measurement Error: A General Approach	18010	APRIL 2012 - WORKING PAPER 18010	We gratefully acknowledge support from the National Science Foundation and the Center for Analysis of Longitudinal Data in Education Research (CALDER).
	Donald Boyd, Hamilton Lankford, Susanna Loeb & James Wyckoff			"we know little about the extent of test measurement error and the implications of such error for educational policy and practice. While test vendors provide estimates of reliability, these estimates capture only one of a number of different sources of error." p.1	Dismissive	Measuring Test Measurement Error: A General Approach	18010	APRIL 2012 - WORKING PAPER 18010	We gratefully acknowledge support from the National Science Foundation and the Center for Analysis of Longitudinal Data in Education Research (CALDER).
	Donald Boyd, Hamilton Lankford, Susanna Loeb & James Wyckoff			"However, there are relatively few examples of this approach to measurement error estimation in practice, especially in the analysis of student achievement tests used in high-stakes settings." p.2	Dismissive	Measuring Test Measurement Error: A General Approach	18010	APRIL 2012 - WORKING PAPER 18010	We gratefully acknowledge support from the National Science Foundation and the Center for Analysis of Longitudinal Data in Education Research (CALDER).
30	Naci H. Mocan & Colin Cannonier	22		no DRs found		Empowering Women Through Education: Evidence from Sierra Leone	18016	APRIL 2012 - WORKING PAPER 18016
31	Elizabeth U. Cascio & Douglas O. Staiger	23		no DRs found		Knowledge, Tests, and Fadeout in Educational Interventions	18038	MAY 2012 - WORKING PAPER 18038	This work was supported by the Institute of Education Sciences, U.S. Department of Education grant [R305C090023] to the President and Fellows of Harvard College. Cascio also gratefully acknowledges funding from the National Academy of Education and the National Academy of Education/Spencer Postdoctoral Fellowship Program and a Rockefeller-Haney Fellowship from Dartmouth College.
32	Dana Burde & Leigh L. Linden	24		no DRs found		The Effect of Village-Based Schools: Evidence from a Randomized Controlled Trial in Afghanistan	18039	MAY 2012 - WORKING PAPER 18039	This project was supported by grants from the National Science Foundation, the Spencer Foundation, and the Weikart Family Foundation. The pilot study that made this larger project possible was supported by the Columbia University Institute for Social and Economic Policy, the Spencer Foundation, the US Institute of Peace, and the Weikart Family Foundation.
33	Philippe Aghion, Torsten Persson & Dorothee Rouzet			N/A		Education and Military Rivalry	18049	MAY 2012 - WORKING PAPER 18049
34	Rodney J. Andrews, Jing Li & Michael F. Lovenheim	25	18	"Overall, these estimates provide the first direct evidence of the extent of heterogeneity in the effect of college quality on subsequent earnings, and our estimates point to the need to consider such heterogeneity in human capital models that incorporate college quality," abstract.	1stness	Quantile Treatment Effects of College Quality on Earnings: Evidence from Administrative Data in Texas	18068	MAY 2012 - WORKING PAPER 18068	Rodney Andrews gratefully acknowledges the support of grants from both the Bill and Melinda Gates Foundation and the Smith Richardson Foundation.
	Rodney J. Andrews, Jing Li & Michael F. Lovenheim			"This paper is the first to identify the distribution, rather than the mean, of college quality premia," p.2	1stness	Quantile Treatment Effects of College Quality on Earnings: Evidence from Administrative Data in Texas	18068	MAY 2012 - WORKING PAPER 18068	Rodney Andrews gratefully acknowledges the support of grants from both the Bill and Melinda Gates Foundation and the Smith Richardson Foundation.
	Rodney J. Andrews, Jing Li & Michael F. Lovenheim			"This data set is unique in the size of the sample and the richness of the background characteristics we observe about each individual." p.3	1stness	Quantile Treatment Effects of College Quality on Earnings: Evidence from Administrative Data in Texas	18068	MAY 2012 - WORKING PAPER 18068	Rodney Andrews gratefully acknowledges the support of grants from both the Bill and Melinda Gates Foundation and the Smith Richardson Foundation.
	Rodney J. Andrews, Jing Li & Michael F. Lovenheim			"This is among the first evidence on the returns to college quality by race, because most data sets used in previous work lack minority samples of sufficient size to estimate such parameters with any precision." p.4	1stness	Quantile Treatment Effects of College Quality on Earnings: Evidence from Administrative Data in Texas	18068	MAY 2012 - WORKING PAPER 18068	Rodney Andrews gratefully acknowledges the support of grants from both the Bill and Melinda Gates Foundation and the Smith Richardson Foundation.
35	Michael F. Lovenheim & C. Lockwood Reynolds			N/A		The Effect of Housing Wealth on College Choice: Evidence from the Housing Boom	18075	MAY 2012 - WORKING PAPER 18075
36	James J. Heckman & Junjian Yi			N/A		Human Capital, Economic Growth, and Inequality in China	18100	MAY 2012 - WORKING PAPER 18100
37	Harounan Kazianga, Dan Levy, Leigh L. Linden & Matt Sloan	26		no DRs found		The Effects of "Girl-Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso	18115	MAY 2012 - WORKING PAPER 18115
38	James J. Heckman & Tim D. Kautz	27	19	"Despite the widespread use of standardized achievement tests, the traits that they measure are not well-understood," page 2.	Dismissive	Hard Evidence on Soft Skills	18121	JUNE 2012 - WORKING PAPER 18121	This research was supported in part by the University of Chicago, A New Science of Virtues: A Project of the University of Chicago, the American Bar Foundation, a conference series from the Spencer Foundation, the JB & MK Pritzker Family Foundation, Susan Thompson Buffett Foundation, the Geary Institute, University College Dublin, Ireland, NICHD R37 HD065072 and R01 HD054702. We acknowledge the support of a European Research Council grant hosted by University College Dublin, DEVHEALTH 269874, a grant from the Institute for New Economic Thinking (INET), and an anonymous funder.
	James J. Heckman & Tim D. Kautz			"Most studies in psychology only report correlations between measured traits and outcomes without addressing whether the traits cause the outcomes and without controlling for the other traits and incentives that determine performance on the tasks used to measure the traits, page 5.	Denigrating	Hard Evidence on Soft Skills	18121	JUNE 2012 - WORKING PAPER 18121
39	Meghir, C., Palme, M., Schnabel, M.	28		no DRs found		The Effect of Education Policy on Crime: An Intergenerational Perspective	18145	NBER Working Paper 18145; June 2012,Revised February 2023	We gratefully acknowledge nancial support from IFAU. Costas Meghir thanks the Cowles foundation and the ISPS at Yale, and the ESRC for funding under the Professorial Fellowship RES-051-27-0204 and under the ESRC Centre at the IFS ESRC RES-544-28-5001. Marieke Schnabel thanks Jan Wallanders and Tom Hedelius Stiftelse for generous financial support.
40	Ferraz, C., Finan, F., Moreira, D.B.	29	20	"Thus, despite its importance, empirical evidence on the effects of leakages from educational funds on student outcomes remains remarkably sparse," page 1.	Dismissive	Corrupting Learning: Evidence from Missing Federal Education Funds in Brazil	18150	NBER Working Paper 18150; June 2012	We gratefully acknowledge financial support from IFAU. Costas Meghir thanks the Cowles foundation and the ISPS at Yale, and the ESRC for funding under the Professorial Fellowship RES-051-27-0204 and under the ESRC Centre at the IFS ESRC RES-544-28-5001. Marieke Schnabel thanks Jan Wallanders och Tom Hedelius Stiftelse for generous financial support.
41	Clotfelter, C.T., Ladd, H.F, Vigdor, J.L.	30	21	"To date, no study has attempted to address concerns regarding selection into early algebra on the basis of unobserved characteristics," Page 5;	Dismissive	The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative	18161	NBER Working Paper 18161; June 2012	We gratefully acknowledge the support of the Institute for Education Sciences and American Institutes for Research through the Center for the Analysis of Longitudinal Data in Education Research.
42	Levitt, S.D., List, J.A.,Neckermann, S., Sadoff, S.	31	22	"One area where behavioral economics has made only limited inroads, however, is in education circles. This is puzzling since it is an area where the insights gained from behavioral economics might be especially great." p.2	Dismissive	The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance	18165	NBER Working Paper 18165; June 2012	The project was made possible by the generous financial support of the Children First Fund, the Kenneth and Anne Griffin Foundation, the Rauner Family Foundation, and the Spencer Foundation.
	Levitt, S.D., List, J.A.,Neckermann, S., Sadoff, S.			"We also build on a growing area of research demonstrating the motivational power of non-financial rewards (e.g., Kosfeld and Neckermann 2011)." p.3	Dismissive	The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance	18165	NBER Working Paper 18165; June 2012	The project was made possible by the generous financial support of the Children First Fund, the Kenneth and Anne Griffin Foundation, the Rauner Family Foundation, and the Spencer Foundation.
	Levitt, S.D., List, J.A.,Neckermann, S., Sadoff, S.			"The typical study reports findings from a single experiment without any replications to examine transferability to different settings and scales. This paper addresses …" p.5	Denigrating	The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance	18165	NBER Working Paper 18165; June 2012	The project was made possible by the generous financial support of the Children First Fund, the Kenneth and Anne Griffin Foundation, the Rauner Family Foundation, and the Spencer Foundation.
	Levitt, S.D., List, J.A.,Neckermann, S., Sadoff, S.			"While similar framing mechanisms have been widely explored in the lab, ours is among the first studies to experimentally test loss aversion in the field." p.9	1stness	The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance	18165	NBER Working Paper 18165; June 2012	The project was made possible by the generous financial support of the Children First Fund, the Kenneth and Anne Griffin Foundation, the Rauner Family Foundation, and the Spencer Foundation.
	Levitt, S.D., List, J.A.,Neckermann, S., Sadoff, S.			"Despite their widespread prevalence, however, the effiectiveness of non-financial incentives is largely untested." pp.9-10	Dismissive	The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance	18165	NBER Working Paper 18165; June 2012	The project was made possible by the generous financial support of the Children First Fund, the Kenneth and Anne Griffin Foundation, the Rauner Family Foundation, and the Spencer Foundation.
	Levitt, S.D., List, J.A.,Neckermann, S., Sadoff, S.			"Clearly, however, theory and empirical work must work symbiotically -- there have been fewer theoretical advances that combine the best aspects of behavioral insights with issues germane to education. In this spirit, we hope that our study stimulates new work" p.24	Dismissive	The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance	18165	NBER Working Paper 18165; June 2012	The project was made possible by the generous financial support of the Children First Fund, the Kenneth and Anne Griffin Foundation, the Rauner Family Foundation, and the Spencer Foundation.
43	Borkum, E., He, F., Linden, L.L.	32	23	"However, no consistent evidence exists that suggests students in general will benefit from greater access to books and other reading materials," page 1.	Dismissive	The Effects of School Libraries on Language Skills: Evidence from a Randomized Controlled Trial in India	18183	NBER Working Paper 18183; June 2012	Finally, we gratefully acknowledge financial support from the Michael and Susan Dell Foundation.
44	Forbes, S.J. & Gordon, N.E.	33	24	"Whether such information exists, how it flows, and if it is used in practice, however, are open questions. In the current study, we aim to close this gap by examining a setting for which such data are available," page 1.	1stness	When Educators are the Learners: Private Contracting by Public Schools	18185	NBER Working Paper 18185; June 2012	Gordon thanks the National Academy of Education/Spencer Foundation Postdoctoral Fellowship program for support of this work.
	Forbes, S.J. & Gordon, N.E.			"This paper is the first to our knowledge to empirically examine social learning among public administrators," page 2.	1stness	When Educators are the Learners: Private Contracting by Public Schools	18185	NBER Working Paper 18185; June 2012
45	Anderson, M.L.	34		no DRs found		The Benefits of College Athletic Success: An Application of the Propensity Score Design with Instrumental Variables	18196	NBER Working Paper 18196; June 2012	Funding for this project was provided by the California Agricultural Experiment Station.
46	Chin, A., Daysal, N.M., Imberman, S.A.	35	25	"It addresses two major gaps in this literature," page 2.	Dismissive	Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas	18197	NBER Working Paper 18197; June 2012	Imberman gratefully acknowledges financial support from the National Academy of Education/Spencer Foundation Postdoctoral Fellowship. A University of Houston Small Grant was used to purchase the data, for which we are grateful.
	Chin, A., Daysal, N.M., Imberman, S.A.			"To our knowledge, our study is the first to test for spillover effects of educational programs for LEP students, and to the extent that they exist, to quantify them," page 2.	1stness	Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas	18197	NBER Working Paper 18197; June 2012
47	Yaa Akosa Antwi, Asako S. Moriya & Kosali Simon			N/A		Effects of Federal Policy to Insure Young Adults: Evidence from the 2010 Affordable Care Act Dependent Coverage Mandate	18200	JUNE 2012 - WORKING PAPER 18200
48	Lang, K. & Weinstein, R.	36		"This topic was brought to our attention by Jesse Felix whose excellent undergraduate research opportunities project was the earliest use, of which we are aware, of the Beginning Post-Secondary Students survey to examine differences in financial and labor market outcomes of students at for-profit and other institutions." Title page	1stness	Evaluating Student Outcomes at For-Profit Colleges	18201	NBER Working Paper 18201; June 2012
49	Ellison, G. & Swanson, A.	37		no DRs found		Heterogeneity in High Math Achievement Across Schools: Evidence from the American Mathematics Competitions	18277	NBER Working Paper 18277; August 2012	Financial support was provided by the Sloan Foundation and the Toulouse Network for Information Technology.
50	Brown, J., Fang, C., Gomes, F.	38		no DRs found		Risk and Returns to Education	18300	NBER Working Paper 18300; August 2012
51	Lleras-Muney, A. & Shertzer, A.	39	26	"We provide the first estimates of the effect of statutes requiring English as the language of instruction and compulsory schooling laws on the school enrollment, work, literacy and English fluency of immigrant children from 1910 to 1930," abstract.	1stness	Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schools Laws on Immigrants' Education	18302	NBER Working Paper 18302; August 2012
	Lleras-Muney, A. & Shertzer, A.			"To our knowledge this is the first paper to empirically assess the impact of English-only laws from this period, page 3.	1stness	Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schools Laws on Immigrants' Education	18302	NBER Working Paper 18302; August 2012
52	Tom Vogl			N/A		Marriage Institutions and Sibling Competition: Evidence from South Asia	18319	AUGUST 2012 - WORKING PAPER 18319
53	Justine S. Hastings, Christopher A. Neilson & Seth D. Zimmerman	40	27	"In the context of this literature, our estimates of the effects of lottery outcomes on same-year absence rates are (to our knowledge) the first analysis to examine the potential for an individual’s own intrinsic motivation to increase achievement as a result of school choice," page 2.	1stness	The Effect of School Choice on Intrinsic Motivation and Academic Outcomes	18324	AUGUST 2012 - WORKING PAPER 18324
54	Jessica Wolpaw Reyes	41	28	"While great strides have been made in reducing blood lead levels among children in the state, we do not have a good sense of how these improvements have benefitted society,"page 1	Dismissive	Lead Policy and Academic Performance: Insights from Massachusetts	18327	AUGUST 2012 - WORKING PAPER 18327	This research was generously supported by the New England Public Policy Center of the Federal Reserve Bank of Boston.
55	Judith Scott-Clayton & Olga Rodriguez	42	29	"The growing body of research evidence may have had limited policy impact for two reasons …" [citations to publications in 2005, 2008, 2009, 2011(2), 2012(2)] , p.1	Dismissive	Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation	18328	AUGUST 2012 - WORKING PAPER 18328	This work was funded by the Bill & Melinda Gates Foundation.
	Judith Scott-Clayton & Olga Rodriguez			"The first quasi-experimental study of remediation, by Bettinger & Long (2009), provides the most encouraging evidence in support of the developmental model." pp.4-5	1stness	Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation	18328	AUGUST 2012 - WORKING PAPER 18328	This work was funded by the Bill & Melinda Gates Foundation.
	Judith Scott-Clayton & Olga Rodriguez			"It is worth noting that the prior literature has not fully explored one set of outcomes that is particularly relevant to the development model: grades in subsequent college-level coursework in the remediated subject." p.5	Dismissive, Denigrating	Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation	18328	AUGUST 2012 - WORKING PAPER 18328	This work was funded by the Bill & Melinda Gates Foundation.
	Judith Scott-Clayton & Olga Rodriguez			"While all of the prior remediation studies look for negative impacts on persistence or completion conditional on enrollment, ours joins just one other recent study in examining whether there are any effects on college enrollment between the time of the first test and initial course registration." p.7	1stness	Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation	18328	AUGUST 2012 - WORKING PAPER 18328	This work was funded by the Bill & Melinda Gates Foundation.
	Judith Scott-Clayton & Olga Rodriguez			"Our study provides a new means of exploring heterogeneous effects in RD designs" p.8	1stness	Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation	18328	AUGUST 2012 - WORKING PAPER 18328	This work was funded by the Bill & Melinda Gates Foundation.
56	John Cawley, David Frisvold & Chad Meyerhoefer	43	30	"However, little is known about the effect of PE on child weight… " abstract	Dismissive	The Impact of Physical Education on Obesity among Elementary School Children	18341	AUGUST 2012 - WORKING PAPER 18341	We gratefully acknowledge financial support from the Robert Wood Johnson Foundation, the Emory Global Health Institute, and a Faculty Research Grant from Lehigh University.
	John Cawley, David Frisvold & Chad Meyerhoefer			"This represents some of the first evidence of a causal effect of PE on youth obesity, and thus offers at least some support to the assumptions behind the CDC recommendations," abstract.	1stness	The Impact of Physical Education on Obesity among Elementary School Children	18341	AUGUST 2012 - WORKING PAPER 18341
57	Stephanie Riegg Cellini & Latika Chaudhary	44	31	"Several studies have also assessed the returns to associate’s degrees in public community colleges, but for-profit sub-baccalaureate education has received much less attention in the literature," page 3.	Dismissive	The Labor Market Returns to a For-Profit College Education	18343	AUGUST 2012 - WORKING PAPER 18343	We are grateful for financial support from the Ford Foundation (Grant Number 1095-0464).
	Stephanie Riegg Cellini & Latika Chaudhary			"Our study fills this gap in the literature," page 3.	1stness	The Labor Market Returns to a For-Profit College Education	18343	AUGUST 2012 - WORKING PAPER 18343	We are grateful for financial support from the Ford Foundation (Grant Number 1095-0464).
58	Keith M. Marzilli Ericson			N/A		Consumer Inertia and Firm Pricing in the Medicare Part D Prescription Drug Insurance Exchange	18359	SEPTEMBER 2012 - WORKING PAPER 18359
59	Victor Lavy	45	32	"While an extensive literature exists regarding the effects of school resources on student outcomes, much of the evidence is inconclusive," page 1.	Denigrating	Expanding School Resources and Increasing Time on Task: Effects of a Policy Experiment in Israel on Student Academic Achievement and Behavior	18369	SEPTEMBER 2012 - WORKING PAPER 18369	I acknowledge financial support for this project from the European Research Council through ERC Advance Grant 323439, CAGE at Warwick and the Falk Institute.
	Victor Lavy			"This is the first paper to show that the biased estimated effects of school resources and instructional time are reversed from negative to positive once potential selection and endogeneity of school resources are fully accounted for, page 4.	1stness	Expanding School Resources and Increasing Time on Task: Effects of a Policy Experiment in Israel on Student Academic Achievement and Behavior	18369	SEPTEMBER 2012 - WORKING PAPER 18369
60	Jeffrey R. Brown, Stephen G. Dimmock & Scott Weisbenner	46	33	"An important advance over the existing literature on donations is that we are able to separately identify these supply and demand effects by using plausibly exogenous variation in the size of the budget shocks faced by universities that result from endowment investment and payout decisions." p.6	1stness	The Supply of and Demand for Charitable Donations to Higher Education	18389	SEPTEMBER 2012 - WORKING PAPER 18389
	Jeffrey R. Brown, Stephen G. Dimmock & Scott Weisbenner			"Additionally, we use state-level measures of income, house values, and equity returns to identify the response of donations to economic shocks to likely donors." p.6	1stness	The Supply of and Demand for Charitable Donations to Higher Education	18389	SEPTEMBER 2012 - WORKING PAPER 18389
61	Jesse Rothstein	47	34	"By contrast, relatively little attention has been paid to the design of policies that will use the new measures to improve educational outcomes," page 2	Dismissive	Teacher Quality Policy When Supply Matters	18419	SEPTEMBER 2012 - WORKING PAPER 18419	I am grateful to the Institute for Research on Labor and Employment at UC Berkeley for research funding.
62	Anna Aizer, Laura Stroud & Stephen Buka			N/A		Maternal Stress and Child Outcomes: Evidence from Siblings	18422	SEPTEMBER 2012 - WORKING PAPER 18422
63	Anna Aizer & Flávio Cunha			N/A		The Production of Human Capital: Endowments, Investments and Fertility	18429	SEPTEMBER 2012 - WORKING PAPER 18429
64	Ian Fillmore & Devin G. Pope	48		no DRs found		The Impact of Time Between Cognitive Tasks on Performance: Evidence from Advanced Placement Exams	18436	OCTOBER 2012 - WORKING PAPER 18436	Ian Fillmore would like to thank the Institute of Education Sciences (IES) for funding through the Pre-doctoral Interdisciplinary Research Training Program at the University of Chicago.
65	William N. Evans, Craig Garthwaite & Timothy J. Moore	49	35	Then, for reasons that previous academic and policy researchers have been unable to explain, this progress stopped, page 1.	Dismissive, Denigrating	The White/Black Educational Gap, Stalled Progress, and the Long Term Consequences of the Emergence of Crack Cocaine Markets	18437	OCTOBER 2012 - WORKING PAPER 18437
	William N. Evans, Craig Garthwaite & Timothy J. Moore			"A number of hypotheses have been put forward to explain the convergence in educational outcomes between the 1960s and the mid-1980s, including improved parental education (Armor, 1992), reduced segregation (Jaynes and Williams, 1989), increases in school spending (Boozer et al., 1992), and better access to health care (Chay et al., 2009). Less attention has been paid to the end of this convergence" p.2	Dismissive	The White/Black Educational Gap, Stalled Progress, and the Long Term Consequences of the Emergence of Crack Cocaine Markets	18437	OCTOBER 2012 - WORKING PAPER 18437
	William N. Evans, Craig Garthwaite & Timothy J. Moore			"Neal (2006) argues that pathways such as changes in the race-specific education wage relationship, income shocks to black families, school factors, and cultural changes do not explain the trends and concludes: “It is not clear why the process of black-white skill convergence appeared to stop around 1990” (p. 570)." p.2	Dismissive	The White/Black Educational Gap, Stalled Progress, and the Long Term Consequences of the Emergence of Crack Cocaine Markets	18437	OCTOBER 2012 - WORKING PAPER 18437
	William N. Evans, Craig Garthwaite & Timothy J. Moore			"The chapters in Magnuson and Waldfogel (2008) examine factors such as changing family income, rising income inequality, relative changes in parental education, changes in school segregation, and changes in teacher quality as possible explanations for these trends. They conclude that while these factors may account for a slowing convergence, none explain the stalled progress" p.2	Dismissive	The White/Black Educational Gap, Stalled Progress, and the Long Term Consequences of the Emergence of Crack Cocaine Markets	18437	OCTOBER 2012 - WORKING PAPER 18437
66	Scott A. Imberman & Michael F. Lovenheim	50	36	"How individual performance responds to group-based incentives thus is an empirical question about which little currently is known in general," page 1.	Dismissive	Incentive Strength and Teacher Productivity: Evidence from a Group-Based Teacher Incentive Pay System	18439	OCTOBER 2012 - WORKING PAPER 18439	Finally, we would like to thank the employees at Houston Independent School District for their help and assistance.
	Scott A. Imberman & Michael F. Lovenheim			"Thus, despite the sizable previous literature on group-based merit pay, little is known about how group incentives impact worker behavior." page 7	Dismissive	Incentive Strength and Teacher Productivity: Evidence from a Group-Based Teacher Incentive Pay System	18439	OCTOBER 2012 - WORKING PAPER 18439	Finally, we would like to thank the employees at Houston Independent School District for their help and assistance.
	Scott A. Imberman & Michael F. Lovenheim			"In education, very little attention has been paid to the effects of group-based teacher incentive pay on teacher behavior when there are many teachers that dilute each worker’s impact on the likelihood of receiving an award," page 7.	Dismissive	Incentive Strength and Teacher Productivity: Evidence from a Group-Based Teacher Incentive Pay System	18439	OCTOBER 2012 - WORKING PAPER 18439	Finally, we would like to thank the employees at Houston Independent School District for their help and assistance.
67	Isaac Ehrlich & Yong Yin			N/A		The Problem of the Uninsured	18444	FEBRUARY 2012 - WORKING PAPER 18444
68	Judith Scott-Clayton, Peter M. Crosta & Clive R. Belfield	51	37	"While several studies have leveraged the somewhat arbitrary nature of these cutoffs to identify the causal effect of remediation, very little attention has been paid to the diagnostic value of the tests themselves. This is surprising …" page 2.	Dismissive	Improving the Targeting of Treatment: Evidence from College Remediation	18457	OCTOBER 2012 - WORKING PAPER 18457	Funding was provided by the Bill and Melinda Gates Foundation and the National Center for Postsecondary Research at Teachers College, Columbia University.
	Judith Scott-Clayton, Peter M. Crosta & Clive R. Belfield			"Sawyer (1996) is the first to apply this type of decision theory framework to the choice of remedial screening tests." p.8	Dismissive	Improving the Targeting of Treatment: Evidence from College Remediation	18457	OCTOBER 2012 - WORKING PAPER 18457	Funding was provided by the Bill and Melinda Gates Foundation and the National Center for Postsecondary Research at Teachers College, Columbia University.
	Judith Scott-Clayton, Peter M. Crosta & Clive R. Belfield			"Yet to the best of our knowledge, high school grades and coursework have not been widely utilized or even studied as potential screening tools for assignment into remediation. This is surprising …" p.11	Dismissive	Improving the Targeting of Treatment: Evidence from College Remediation	18457	OCTOBER 2012 - WORKING PAPER 18457	Funding was provided by the Bill and Melinda Gates Foundation and the National Center for Postsecondary Research at Teachers College, Columbia University.
69	Prashant Bharadwaj, Giacomo De Giorgi, David Hansen & Christopher Neilson	52		no DRs found		The Gender Gap in Mathematics: Evidence from Low- and Middle-Income Countries	18464	OCTOBER 2012 - WORKING PAPER 18464
70	Gabriella Conti & James J. Heckman	53	38	"Consistent with the terminology used in the theoretical literature, in the empirical literature in economics there are very few studies which explicitly mention child well-being as their object of investigation," page 10.	Dismissive	The Economics of Child Well-Being	18466	OCTOBER 2012 - WORKING PAPER 18466	This research was supported in part by the American Bar Foundation, the JB & MK Pritzker Family Foundation, Susan Thompson Buffett Foundation, NICHD R37HD065072, R01HD54702, a grant the Human Capital and Economic Opportunity Global Working Group- an initiative of the Becker Friedman Institute for Research and Economics funded by the Institute for New Economic Thinking (INET), and an anonymous funder. We acknowledge the support of a European Research Council grant hosted by University College Dublin, DEVHEALTH 269874.
71	Gabriella Conti, Andrea Galeotti, Gerrit Mueller & Stephen Pudney	54	39	"there is mounting evidence of the importance of other social skills for a range of social, economic and health outcomes (Bowles et al. [2001], Heckman et al. [2006], Conti et al. [2010])." p.1	Dismissive	Popularity	18475	OCTOBER 2012 - WORKING PAPER 18475	We are grateful to the UK Economic and Social Research Council for support through the MiSoC research centre (award no. RES-518-285-001). Andrea Galeotti is grateful to the European Research Council for support through ERC-starting grant (award no. 283454).
	Gabriella Conti, Andrea Galeotti, Gerrit Mueller & Stephen Pudney			"Measurement of these skills is difficult, and still under development (Almlund et al. [2011])" p.1	Dismissive	Popularity	18475	OCTOBER 2012 - WORKING PAPER 18475	We are grateful to the UK Economic and Social Research Council for support through the MiSoC research centre (award no. RES-518-285-001). Andrea Galeotti is grateful to the European Research Council for support through ERC-starting grant (award no. 283454).
	Gabriella Conti, Andrea Galeotti, Gerrit Mueller & Stephen Pudney			"Most existing work, however, focuses on short-run outcomes (Calvó-Armengol et al. [2009]), does not analyze the determinants of social connections (an exception is Bandiera et al. [2009]), or does not attempt to estimate jointly network formation and individual behavior." p.2	Denigrating	Popularity	18475	OCTOBER 2012 - WORKING PAPER 18475	We are grateful to the UK Economic and Social Research Council for support through the MiSoC research centre (award no. RES-518-285-001). Andrea Galeotti is grateful to the European Research Council for support through ERC-starting grant (award no. 283454).
72	Magnus Carlsson, Gordon B. Dahl & Dan-Olof Rooth	55	40	"While the previous literature makes important contributions to our understanding of the relationship between schooling and cognitive skills, it also faces several potential issues. Our approach is fundamentally different from the literature which uses variation based on assigned school start dates," page 5-6.	Dismissive	The Effect of Schooling on Cognitive Skills	18484	OCTOBER 2012 - WORKING PAPER 18484
73	Steven J. Haider & Kathleen M. McGarry	56	41	"While classic models in economics make important predictions about the magnitudes of these investments, their distribution across children, and their relationship with later cash transfers, there has been little empirical work examining these predictions, especially with regards to the differential treatment of siblings," abstract.	Dismissive	Parental Investments in College and Later Cash Transfers	18485	OCTOBER 2012 - WORKING PAPER 18485
	Steven J. Haider & Kathleen M. McGarry			"Almost no work has examined the relationship between parental investments in schooling and subsequent cash transfers or the differences across siblings in the types of investments," page 2.	Dismissive	Parental Investments in College and Later Cash Transfers	18485	OCTOBER 2012 - WORKING PAPER 18485
74	John F. Helliwell			N/A		Understanding and Improving the Social Context of Well-Being	18486	OCTOBER 2012 - WORKING PAPER 18486
75	Stephen B. Billings, David J. Deming & Jonah E. Rockoff	57		no DRs found		School Segregation, Educational Attainment and Crime: Evidence from the end of busing in Charlotte-Mecklenburg	18487	OCTOBER 2012 - WORKING PAPER 18487
76	Elizabeth M. Caucutt & Lance Lochner	58	42	"Despite considerable evidence that adolescent skill levels are important in determining subse quent schooling and lifetime earnings (see, e.g., Cameron and Heckman 1998, Keane and Wolpin 1997, 2001, and Carneiro and Heckman 2002), only recently has the literature begun to consider whether borrowing constraints inhibit early investments in young children (Restuccia and Urrutia 2004, Cunha 2007, Del Boca, Flinn, and Wiswall 2010, Lee and Seshadri 2012). This is somewhat surprising ....	Dismissive	Early and Late Human Capital Investments, Borrowing Constraints, and the Family	18493	OCTOBER 2012 - WORKING PAPER 18493	We gratefully acknowledge support from the Social Sciences and Humanities Research Council of Canada.
	Elizabeth M. Caucutt & Lance Lochner			"Furthermore, our dynastic approach to human capital investment enables us to study dynamic effects of lasting economic policies that are typically ignored by much of the literature," page 6.	Dismissive, Denigrating	Early and Late Human Capital Investments, Borrowing Constraints, and the Family	18493	OCTOBER 2012 - WORKING PAPER 18493	We gratefully acknowledge support from the Social Sciences and Humanities Research Council of Canada.
77	Peter Arcidiacono, Esteban Aucejo, Patrick Coate & V. Joseph Hotz	59	43	"Previous studies of affirmative action have ignored the potential for such an institutional response targeted at those minorities that do enroll after a ban and our results suggest that the magnitude of the potential detrimental effects of affirmative action bans may be overstated by not taking these responses into account," page 32.	Denigrating	Affirmative Action and University Fit: Evidence from Proposition 209	18523	NOVEMBER 2012 - WORKING PAPER 18523	Peter Arcidiacono and Esteban Aucejo acknowledge financial support from Project SEAPHE.
78	Andrew A. Samwick	60		no DRs found		Donating the Voucher: An Alternative Tax Treatment of Private School Enrollment	18525	NOVEMBER 2012 - WORKING PAPER 18525
79	Maria D. Fitzpatrick & Damon Jones	61	44	"Importantly, while previous studies have documented increased enrollment among the college-aged (e.g. 18 to 19 year olds), ours is the first study we know of to recover a slight increase in college enrollment among older students, aged 24 to 32 year olds," page 4.	1stness	Higher Education, Merit-Based Scholarships and Post-Baccalaureate Migration	18530	NOVEMBER 2012 - WORKING PAPER 18530	We would like to thank the Population Research Center at the University of Chicago (grant # R24 HD051152-05 from the National Institute of Child Health and Human Development) for their support.
80	Philip Oreopoulos & Ryan Dunn	62	45	"Recent attention is being given to relaxing these assumptions, and the growing body of evidence suggests that many individuals are, in fact, not fully informed," page 1.	Dismissive	Information and College Access: Evidence from a Randomized Field Experiment	18551	NOVEMBER 2012 - WORKING PAPER 18551	We are very grateful to Human Resources Social Development Canada for funding this project, and to the faculty of the study's participating schools for their generous time and support.
81	Jason A. Grissom, Demetra Kalogrides & Susanna Loeb	63	46	"However, little research has considered the capacity of student performance data to uncover principal effects," abstract.	Dismissive	Using Student Test Scores to Measure Principal Performance	18568	NOVEMBER 2012 - WORKING PAPER 18568	This research was supported by a grant from the Institute of Education Sciences (R305A100286).
	Jason A. Grissom, Demetra Kalogrides & Susanna Loeb			"This paper is one of the first to examine measures of principal effectiveness based on student test scores both conceptually and empirically ...," page 2.	1stness	Using Student Test Scores to Measure Principal Performance	18568	NOVEMBER 2012 - WORKING PAPER 18568	This research was supported by a grant from the Institute of Education Sciences (R305A100286).
	Jason A. Grissom, Demetra Kalogrides & Susanna Loeb			" … and the first that we know of to see how these measures compare to alternative (non-test-based) evaluation metrics, such as district holistic evaluations," page 2.	1stness	Using Student Test Scores to Measure Principal Performance	18568	NOVEMBER 2012 - WORKING PAPER 18568	This research was supported by a grant from the Institute of Education Sciences (R305A100286).
82	Thomas Buser, Muriel Niederle & Hessel Oosterbeek	64	47	"While the last decade saw a flurry of laboratory research documenting gender differences in psychological attributes, there has been no satisfactory direct evidence linking them to education and labor market outcomes," page 1.	Dismissive, Denigrating	Gender, Competitiveness and Career Choices	18576	NOVEMBER 2012 - WORKING PAPER 18576	Niederle thanks the NSF for financial support. We gratefully acknowledge financial support from the University of Amsterdam through the Speerpunt Behavioural Economics.
	Thomas Buser, Muriel Niederle & Hessel Oosterbeek			"To address this gap, this paper examines how education is associated with a measure of competitiveness, which is an attribute for which large gender differences in the laboratory have been widely documented (see Croson and Gneezy, 2009 and Niederle and Vesterlund, 2011)." pp.1-2	Dismissive	Gender, Competitiveness and Career Choices	18576	NOVEMBER 2012 - WORKING PAPER 18576	Niederle thanks the NSF for financial support. We gratefully acknowledge financial support from the University of Amsterdam through the Speerpunt Behavioural Economics.
	Thomas Buser, Muriel Niederle & Hessel Oosterbeek			"Prior to our findings, the external relevance of the concept of competitiveness had not yet been addressed in a satisfactory manner" p.4	1stness	Gender, Competitiveness and Career Choices	18576	NOVEMBER 2012 - WORKING PAPER 18576	Niederle thanks the NSF for financial support. We gratefully acknowledge financial support from the University of Amsterdam through the Speerpunt Behavioural Economics.
83	James J. Heckman, Rodrigo Pinto & Peter A. Savelyev	65	48	"A growing literature establishes that high quality early childhood interventions targeted toward disadvantaged children have substantial impacts on later life outcomes" abstract	Dismissive	Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes	18581	NOVEMBER 2012 - WORKING PAPER 18581	This research was supported in part by the American Bar Foundation, the JB & MK Pritzker Family Foundation, Susan Thompson Buffett Foundation, NICHD R37HD065072, R01HD54702, a grant to the Becker Friedman Institute for Research and Economics from the Institute for New Economic Thinking (INET), and an anonymous funder.
	James J. Heckman, Rodrigo Pinto & Peter A. Savelyev			"Little is known about the mechanisms producing these impacts." abstract	Dismissive	Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes	18581	NOVEMBER 2012 - WORKING PAPER 18581	This research was supported in part by the American Bar Foundation, the JB & MK Pritzker Family Foundation, Susan Thompson Buffett Foundation, NICHD R37HD065072, R01HD54702, a grant to the Becker Friedman Institute for Research and Economics from the Institute for New Economic Thinking (INET), and an anonymous funder.
	James J. Heckman, Rodrigo Pinto & Peter A. Savelyev			"A growing literature establishes that early childhood environments substan tially impact later life outcomes (e.g., Knudsen et al., 2006, Heckman, 2008 and Almond and Currie, 2011)." p.2	Dismissive	Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes	18581	NOVEMBER 2012 - WORKING PAPER 18581	This research was supported in part by the American Bar Foundation, the JB & MK Pritzker Family Foundation, Susan Thompson Buffett Foundation, NICHD R37HD065072, R01HD54702, a grant to the Becker Friedman Institute for Research and Economics from the Institute for New Economic Thinking (INET), and an anonymous funder.
	James J. Heckman, Rodrigo Pinto & Peter A. Savelyev			"Less is known about the channels through which early environments operate to produce their long term effects," page 2.	Dismissive	Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes	18581	NOVEMBER 2012 - WORKING PAPER 18581	This research was supported in part by the American Bar Foundation, the JB & MK Pritzker Family Foundation, Susan Thompson Buffett Foundation, NICHD R37HD065072, R01HD54702, a grant to the Becker Friedman Institute for Research and Economics from the Institute for New Economic Thinking (INET), and an anonymous funder.
	James J. Heckman, Rodrigo Pinto & Peter A. Savelyev			"This paper contributes to an emerging literature on the economics of personality." p.3	Dismissive	Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes	18581	NOVEMBER 2012 - WORKING PAPER 18581	This research was supported in part by the American Bar Foundation, the JB & MK Pritzker Family Foundation, Susan Thompson Buffett Foundation, NICHD R37HD065072, R01HD54702, a grant to the Becker Friedman Institute for Research and Economics from the Institute for New Economic Thinking (INET), and an anonymous funder.
84	Carolyn M. Hoxby, Christopher Avery	66	49	“The sheer comprehensiveness and accuracy of our data is what allow us to form strong hypotheses about why some high-achieving, low-income students are income-typical and others are achievement-typical.” p. 3	1stness	The Missing "One-Offs": The Hidden Supply of High-Achieving, Low Income Students	18586	NBER Working Paper 18586, 2012
	Carolyn M. Hoxby, Christopher Avery			"Our previous work (Avery, Hoxby, Jackson, Burek, Pope, Raman 2006) was perhaps the first to identify the phenomena described in this paper, but there is now a small literature on the topic of 'undermatching'," page 3.	1stness	The Missing "One-Offs": The Hidden Supply of High-Achieving, Low Income Students	18586	NBER Working Paper 18586, 2012
	Carolyn M. Hoxby, Christopher Avery			“Relative to those studies, our study's strengths are its comprehensiveness; . . .  complete characterization of each U.S. high school; . . . ability to map students; and . . . .use of accurate administrative data. . . .”	Denigrating	The Missing "One-Offs": The Hidden Supply of High-Achieving, Low Income Students	18586	NBER Working Paper 18586, 2012
85	Rodney J. Andrews, Paul Jargowsky & Kristin Kuhne	67		no DRs found		The Effects of Texas's Targeted Pre-Kindergarten Program on Academic Performance	18598	DECEMBER 2012 - WORKING PAPER 18598	Niederle thanks the NSF for financial support. We gratefully acknowledge financial support from the University of Amsterdam through the Speerpunt Behavioural Economics.
86	Daphna Bassok, Maria Fitzpatrick & Susanna Loeb	68	50	"Yet to date there has been little empirical evidence, particularly in the education sector, on whether government intervention crowds out private provision," abstract.	Dismissive	Does State Preschool Crowd-Out Private Provision? The Impact of Universal Preschool on the Childcare Sector in Oklahoma and Georgia	18605	DECEMBER 2012 - WORKING PAPER 18605	This research was supported by a grant from the Institute of Education Sciences (R305A100574).
	Daphna Bassok, Maria Fitzpatrick & Susanna Loeb			"Efforts to find empirical support of the theoretical notion of crowd-out have been both relatively limited and mixed in their findings (Cutler and Gruber 1996; Card and Shore-Sheppard 2004; Gruber and Simon 2008; Payne 2009)." p.3	Dismissive	Does State Preschool Crowd-Out Private Provision? The Impact of Universal Preschool on the Childcare Sector in Oklahoma and Georgia	18605	DECEMBER 2012 - WORKING PAPER 18605	This research was supported by a grant from the Institute of Education Sciences (R305A100574).
	Daphna Bassok, Maria Fitzpatrick & Susanna Loeb			"We aim to fill a gap in the literature by examining the effects of universal preschool on the supply of providers." p.4	Dismissive, Denigrating	Does State Preschool Crowd-Out Private Provision? The Impact of Universal Preschool on the Childcare Sector in Oklahoma and Georgia	18605	DECEMBER 2012 - WORKING PAPER 18605	This research was supported by a grant from the Institute of Education Sciences (R305A100574).
	Daphna Bassok, Maria Fitzpatrick & Susanna Loeb			"we know very little about the effects of government provision and funding on the childcare industry." p.5	1stness	Does State Preschool Crowd-Out Private Provision? The Impact of Universal Preschool on the Childcare Sector in Oklahoma and Georgia	18605	DECEMBER 2012 - WORKING PAPER 18605	This research was supported by a grant from the Institute of Education Sciences (R305A100574).
	Daphna Bassok, Maria Fitzpatrick & Susanna Loeb			"This lack of understanding is in part because many of the most widely studied interventions have been too small in scope to produce general equilibrium consequences and in part because data sources needed to answer this question have only recently become available." p.5	Dismissive	Does State Preschool Crowd-Out Private Provision? The Impact of Universal Preschool on the Childcare Sector in Oklahoma and Georgia	18605	DECEMBER 2012 - WORKING PAPER 18605	This research was supported by a grant from the Institute of Education Sciences (R305A100574).
	Daphna Bassok, Maria Fitzpatrick & Susanna Loeb			"More generally, little research has assessed the effects of government intervention through funding and provision on firms and workers, instead focusing on the effects on consumer decision making (Gruber and Simon 2008), charitable giving (Hungerman 2005) or on intergovernmental grants on government spending (Knight 2002, Gordon 2004)."	Dismissive	Does State Preschool Crowd-Out Private Provision? The Impact of Universal Preschool on the Childcare Sector in Oklahoma and Georgia	18605	DECEMBER 2012 - WORKING PAPER 18605	This research was supported by a grant from the Institute of Education Sciences (R305A100574).
87	C. Kirabo Jackson	69	51	"This paper presents the first analysis of teacher effects on both cognitive and non-cognitive outcomes, and is the first to investigate whether teacher effects on non-cognitive outcomes predict teacher effects on important longer-run effects that would go undetected by test score value-added alone," page 2.	1stness	Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina	18624	DECEMBER 2012 - WORKING PAPER 18624	This research was supported by funding from the Smith Richardson Foundation.
88	Caroline M. Hoxby	70		no DRs found		Endowment Management Based on a Positive Model of the University	18626	DECEMBER 2012 - WORKING PAPER 18626	I am grateful for the support of the OUP, especially Adam Swallow.
89	Robert Bifulco, Jason M. Fletcher, Sun Jung Oh & Stephen L. Ross	71	52	"Research on whether policy relevant factors can have the same impact on college completion and degree attainment as they have on college enrollment is relatively scarce," page 1.	Dismissive	Do Classmate Effects Fade Out?	18648	DECEMBER 2012 - WORKING PAPER 18648	This research uses data from Add Health, a program project directed by Kathleen Mullan Harris and designed by J. Richard Udry, Peter S. Bearman, and Kathleen Mullan Harris at the University of North Carolina at Chapel Hill, and funded by grant P01-HD31921 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, with cooperative funding from 23 other federal agencies and foundations.
	Robert Bifulco, Jason M. Fletcher, Sun Jung Oh & Stephen L. Ross			"Similar studies of the impact of high school cohort composition on degree completion have not been conducted." p.2	Dismissive	Do Classmate Effects Fade Out?	18648	DECEMBER 2012 - WORKING PAPER 18648	This research uses data from Add Health, a program project directed by Kathleen Mullan Harris and designed by J. Richard Udry, Peter S. Bearman, and Kathleen Mullan Harris at the University of North Carolina at Chapel Hill, and funded by grant P01-HD31921 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, with cooperative funding from 23 other federal agencies and foundations.
	Robert Bifulco, Jason M. Fletcher, Sun Jung Oh & Stephen L. Ross			"The lack of research examining the impact of high school composition on college completion might be explained by the difficulty of isolating causal impacts with existing data." p.2	Dismissive	Do Classmate Effects Fade Out?	18648	DECEMBER 2012 - WORKING PAPER 18648	This research uses data from Add Health, a program project directed by Kathleen Mullan Harris and designed by J. Richard Udry, Peter S. Bearman, and Kathleen Mullan Harris at the University of North Carolina at Chapel Hill, and funded by grant P01-HD31921 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, with cooperative funding from 23 other federal agencies and foundations.
90	Charles T. Clotfelter, Helen F. Ladd & Jacob L. Vigdor	72		no DRs found		Algebra for 8th Graders: Evidence on its Effects from 10 North Carolina Districts	18649	DECEMBER 2012 - WORKING PAPER 18649	We are grateful to the Institute for Education Sciences and American Institutes for Research, through the Center for the Analysis of Longitudinal Data in Education Research (CALDER), for financial support and to Alexandra Oprea and Kyle Ott for research assistance.
91	Joshua Angrist & Miikka Rokkanen	73		no DRs found		Wanna Get Away? RD Identification Away from the Cutoff	18662	DECEMBER 2012 - WORKING PAPER 18662	Angrist gratefully acknowledges funding from the Institute for Education Sciences.
	2016						Year 2016
1	de Ree, J., Muralidharan, K., Pradhan, M., Rogers, H.	1	1	"We present the first experimental evidence on this question in the context of a unique policy change in Indonesia that led to a permanent doubling of base teacher salaries," abstract.	1stness	Double for Nothing? Experimental Evidence on the Impact of an Unconditional Teacher Salary Increase on Student Performance in Indonesia	21806	NBER Working Paper 21806; December 2015	"This evaluation would not have been possible without generous financial support from the government of the Kingdom of the Netherlands."
	de Ree, J., Muralidharan, K., Pradhan, M., Rogers, H.			"Thus, despite a large empirical literature on this question, we are not aware of any experimental study of the impact of an unconditional salary increase in the context of an existing long-term employment contract," page 1.	Dismissive	Double for Nothing? Experimental Evidence on the Impact of an Unconditional Teacher Salary Increase on Student Performance in Indonesia	21806	NBER Working Paper 21806; December 2015	"This evaluation would not have been possible without generous financial support from the government of the Kingdom of the Netherlands."
2	Hinrichs, P.	2	2	"Although little is known about racial segregation at the college level, research on K-12 schools has found negative effects of racial segregation on students and has found positive effects of desegregation plans (Guryan 2004; Johnson 2010, 2011; Reber 2010; Weiner, Lutz, and Ludwig 2009)," page 2.	Dismissive	An Empirical Analysis of Racial Segregation in Higher Education	21831	NBER Working Paper 21831; December 2015	"I thank Holly Cato Bullard and Malini Silva for research assistance, and I thank The Spencer Foundation for funding."
	Hinrichs, P.			"Because there is so little existing evidence even about the extent of racial segregation at the college level, a study that thoroughly addresses this topic has the potential to uncover important facts that will help guide future research," page 3.	Dismissive	An Empirical Analysis of Racial Segregation in Higher Education	21831	NBER Working Paper 21831; December 2015	"I thank Holly Cato Bullard and Malini Silva for research assistance, and I thank The Spencer Foundation for funding."
3	Macartney, H., McMillan, R., Petronijevic, U.	3	3	"While this challenge has been taken up in a substantial body of sophisticated theoretical research," a host of incentive schemes operating in practice are only loosely informed by the theoretical contracting literature," page 1.	Dismissive	Incentive Design in Education: An Empirical Analysis	21835	NBER Working Paper 21835; December 2015	"Financial support from the University of Toronto is gratefully acknowledged."
4	Abdulkadiroglu, A., Pathak, P.A., Walters, C.R.	4		no DRs found		Free to Choose: Can School Choice Reduce Student Achievement?	21839	NBER Working Paper 21839; December 2015	"We gratefully acknowledge funding from the National Science Foundation."
5	Thomas Dee, Emily Penner	5	4	"An extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with the cultural experiences of minority students. Ethnic studies courses provide a growing but controversial example of such “culturally relevant pedagogy.” However, the empirical evidence on the effectiveness of these courses is limited." Abstract	Dismissive	THE CAUSAL EFFECTS OF CULTURAL RELEVANCE: EVIDENCE FROM AN ETHNIC STUDIES CURRICULUM	21865	JANUARY 2016 - WORKING PAPER 21865	"Financial support for this research came from the Stanford GSE Incentive Fund for Projects in SFUSD and from the Institute of Education Sciences Postdoctoral Training Fellowship under award number R305B130017."
	Thomas Dee, Emily Penner			"the available quantitative evidence on the causal effects of ES courses (and, culturally relevant pedagogy, in general) on student outcomes is limited, … This study provides such evidence …" p.2	Dismissive	THE CAUSAL EFFECTS OF CULTURAL RELEVANCE: EVIDENCE FROM AN ETHNIC STUDIES CURRICULUM	21865	JANUARY 2016 - WORKING PAPER 21865	"Financial support for this research came from the Stanford GSE Incentive Fund for Projects in SFUSD and from the Institute of Education Sciences Postdoctoral Training Fellowship under award number R305B130017."
	Thomas Dee, Emily Penner			"While the expansion of ES courses illustrates both their appeal and concerns, the quantitative evidence on their effects is relatively limited. Furthermore, the evidence that is available relies on research designs that cannot necessarily support credible causal inference" p.7	Dismissive	THE CAUSAL EFFECTS OF CULTURAL RELEVANCE: EVIDENCE FROM AN ETHNIC STUDIES CURRICULUM	21865	JANUARY 2016 - WORKING PAPER 21865	"Financial support for this research came from the Stanford GSE Incentive Fund for Projects in SFUSD and from the Institute of Education Sciences Postdoctoral Training Fellowship under award number R305B130017."
	Thomas Dee, Emily Penner			"To our knowledge, this is the first study to examine the effect of any type of culturally relevant pedagogy (CRP) in a quantitative study that supports credible causal inferences." p.24	1stness	THE CAUSAL EFFECTS OF CULTURAL RELEVANCE: EVIDENCE FROM AN ETHNIC STUDIES CURRICULUM	21865	JANUARY 2016 - WORKING PAPER 21865	"Financial support for this research came from the Stanford GSE Incentive Fund for Projects in SFUSD and from the Institute of Education Sciences Postdoctoral Training Fellowship under award number R305B130017."
6	Victor Lavy, Analia Schlosser & Adi Shany			N/A		Out of Africa: Human Capital Consequences of In Utero Conditions	21894	JANUARY 2016 - WORKING PAPER 21894
7	Schueler, B.E., Goodman, J., Deming, D.J.	6	5	"Much less is known about the effects of district-level reforms, which may be more…page 4 out of 44.	Dismissive	Can States Take Over and Turn Around School Districts? Evidence from Lawrence, Massachusetts	21895	NBER Working Paper 21895; January 2016	"Beth Schueler’s work on this paper has been supported by funding from the Rappaport Institute for Greater Boston and the Harvard Graduate School of Education Dean’s Summer Fellowship."
	Schueler, B.E., Goodman, J., Deming, D.J.			"Our paper's second contribution is thus to provide the first evidence of the impact of accountability-based turnaround policies at scale," page 5 out of 44.	1stness	Can States Take Over and Turn Around School Districts? Evidence from Lawrence, Massachusetts	21895	NBER Working Paper 21895; January 2016	"Beth Schueler’s work on this paper has been supported by funding from the Rappaport Institute for Greater Boston and the Harvard Graduate School of Education Dean’s Summer Fellowship."
8	Autor, D.H., Figlio, D.N. Karbownik, K., Roth, J., Wasserman, M.	7	6	" … much less is known about whether boys and girls are differentially affected by school quality. ..page 1	Dismissive	School Quality and the Gender Gap in Educational Achievement	21908	NBER Working Paper 21908; January 2016	"Autor acknowledges support from the Russell Sage Foundation (Grant #85-12-07). Figlio and Roth acknowledge support from the National Science Foundation and the Institute for Education Sciences (CALDER grant), and Figlio acknowledges support from the National Institute of Child Health and Human Development and the Bill and Melinda Gates Foundation. Wasserman acknowledges support from the NSF Graduate Research Fellowship and the National Institute on Aging, Grant #T32-AG000186."
	Autor, D.H., Figlio, D.N. Karbownik, K., Roth, J., Wasserman, M.			"A limited body of evidence suggests that attributes of schools may affect boys and girls differently. ..page 1	Dismissive	School Quality and the Gender Gap in Educational Achievement	21908	NBER Working Paper 21908; January 2016	"Autor acknowledges support from the Russell Sage Foundation (Grant #85-12-07). Figlio and Roth acknowledge support from the National Science Foundation and the Institute for Education Sciences (CALDER grant), and Figlio acknowledges support from the National Institute of Child Health and Human Development and the Bill and Melinda Gates Foundation. Wasserman acknowledges support from the NSF Graduate Research Fellowship and the National Institute on Aging, Grant #T32-AG000186."
	Autor, D.H., Figlio, D.N. Karbownik, K., Roth, J., Wasserman, M.			"We complement this disparate evidence by providing an unusually powerful and tightly controlled…" page 1.	Denigrating	School Quality and the Gender Gap in Educational Achievement	21908	NBER Working Paper 21908; January 2016	"Autor acknowledges support from the Russell Sage Foundation (Grant #85-12-07). Figlio and Roth acknowledge support from the National Science Foundation and the Institute for Education Sciences (CALDER grant), and Figlio acknowledges support from the National Institute of Child Health and Human Development and the Bill and Melinda Gates Foundation. Wasserman acknowledges support from the NSF Graduate Research Fellowship and the National Institute on Aging, Grant #T32-AG000186."
9	Adnot, M., Dee, T., Katz, V., Wyckoff, J.	8	7	"Policymakers and researchers … have sought policies to provide all children with effective teachers. The selective retention of effectice teachers has been one of the most-discussed  strategies that may contribute to this goal. … However, we know relatively little about how such policies would work in practice. In particular, the capacity of districts to identify effective teachers at the hiring stage is limited (Boyd, et al., 2008, Rockoff & Speroni, 2010, Rockoff, et al., 2011)."	Dismissive	Teacher Turnover, Teacher Quality, and Student Achievement in DCPS, p.1	21922	National Bureau of Economic Research, NBER Working Paper #21922, January 2016	"We received financial support for this work from the Institute of Education Sciences grant R305H140002 and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018."
	Adnot, M., Dee, T., Katz, V., Wyckoff, J.			"Futhermore, research and practice have only recently begun making progress on accurately and reliably assessing teacher effectiveness."	Denigrating	Teacher Turnover, Teacher Quality, and Student Achievement in DCPS, p.1	21922	National Bureau of Economic Research, NBER Working Paper #21922, January 2016	"We received financial support for this work from the Institute of Education Sciences grant R305H140002 and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018."
	Adnot, M., Dee, T., Katz, V., Wyckoff, J.			"Some simulations (Hanushek, 2009; Staiger & Rockoff, 2010) estimate that dismissal of the least effective teachers would dramatically improve student achievement.   However, these simulations make assumptions regarding the retention of more effective teachers and the labor supply of new teachers that may be overly optimistic" p.1	Denigrating	Teacher Turnover, Teacher Quality, and Student Achievement in DCPS	21922	NBER Working Paper 21922; January 2016	"We received financial support for this work from the Institute of Education Sciences grant R305H140002 and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018."
	Adnot, M., Dee, T., Katz, V., Wyckoff, J.			"However, we are unaware of any research that documents how the patterns of teacher turnover created by such policies (i.e., the attrition of teachers sanctioned for low performance, other teachers choosing to leave, and the hiring of new teachers) influence student achievement," page 1.	1stness, Dismissive	Teacher Turnover, Teacher Quality, and Student Achievement in DCPS	21922	NBER Working Paper 21922; January 2016	"We received financial support for this work from the Institute of Education Sciences grant R305H140002 and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018."
	Adnot, M., Dee, T., Katz, V., Wyckoff, J.			"There is only limited evidence that financial incentives make a difference in retaining teachers generally (Clotfelter, Glennie, Ladd, & Vigdor, 2008; Glazerman & Seifullah, 2012) and high-performing teachers specifically (Dee & Wyckoff, 2015). "	Dismissive	Teacher Turnover, Teacher Quality, and Student Achievement in DCPS, p.4	21922	National Bureau of Economic Research, NBER Working Paper #21922, January 2016	"We received financial support for this work from the Institute of Education Sciences grant R305H140002 and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018."
	Adnot, M., Dee, T., Katz, V., Wyckoff, J.			"In the absence of real-world evidence on the effects of policies that improve teacher composition, researchers have simulated the effects of such policies."	Dismissive	Teacher Turnover, Teacher Quality, and Student Achievement in DCPS, p.4	21922	National Bureau of Economic Research, NBER Working Paper #21922, January 2016	"We received financial support for this work from the Institute of Education Sciences grant R305H140002 and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018."
	Adnot, M., Dee, T., Katz, V., Wyckoff, J.			"In sum, there is at best limited empirical evidence of the effects of differential retention policies on teacher quality and student achievement. What evidence does directly bear on the issue are simulations dependent on a series of simplifying assumptions."	Dismissive, Denigrating	Teacher Turnover, Teacher Quality, and Student Achievement in DCPS, p.4	21922	National Bureau of Economic Research, NBER Working Paper #21922, January 2016	"We received financial support for this work from the Institute of Education Sciences grant R305H140002 and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018."
10	Clotfelter, C.T., Hemelt, S.W., Ladd, H.	9	8	"But there has been no assessment to date whether these hopes have in fact been realized or, indeed, whether the beefed up requirements had any effect at all," page 3.	1stness	Raising the Bar for College Admission: North Carolina's Increase in Minimum Math Course Requirements	21926	NBER Working Paper 21926; January 2016	"We are grateful to Yang Zhou and Ying Shi for research assistance, to the North Carolina Education Research Data Center, the North Carolina Department of Public Instruction, and the University of North Carolina General Administration for assistance in obtaining data, and to the Gates Foundation and the American Institutes for Research/CALDER for financial support."
	Clotfelter, C.T., Hemelt, S.W., Ladd, H.			"There is little evidence on how changes in policies at the university level affect high schools," page 9.	1stness	Raising the Bar for College Admission: North Carolina's Increase in Minimum Math Course Requirements	21926	NBER Working Paper 21926; January 2016	"We are grateful to Yang Zhou and Ying Shi for research assistance, to the North Carolina Education Research Data Center, the North Carolina Department of Public Instruction, and the University of North Carolina General Administration for assistance in obtaining data, and to the Gates Foundation and the American Institutes for Research/CALDER for financial support."
11	Celeste K. Carruthers & Marianne H. Wanamaker			N/A		Separate and Unequal in the Labor Market: Human Capital and the Jim Crow Wage Gap	21947	FEBRUARY 2016 - WORKING PAPER 21947
12	Harvey S. Rosen & Alexander J. W. Sappington	10	9	"Despite concerns about universities’ borrowing practices, the determinants of the debt decisions of universities are largely unexplored in the literature on the financing of higher education. This paper aims to fill that void." p.1	1stness	To Borrow or Not to Borrow? An Analysis of University Leverage Decisions Gap	21951	FEBRUARY 2016 - WORKING PAPER 21951	"We are grateful to Princeton’s Griswold Center for Economic Policy Studies for financial support of this research."
13	Chetty, R., Friedman, J.N., Rockoff, J.	11		no DRs found		Using Lagged Outcomes to Evaluate Bias in Value-Added Models	21961	NBER Working Paper 21961, February 2016	"This research was funded in part by the National Science Foundation."
14	Billings, S.B., Deming, D.J., Ross, S.L.	12	10	"While there is strong evidence of agglomeration externalities for criminal behavior, the exact mechanism remains unclear," page 2.	Dismissive	Partners in Crime: Schools, Neighborhoods, and the Formation of Criminal Networks	21962	NBER Working Paper 21962; February 2016	"At least one co-author has disclosed a financial relationship of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w21962.ack"
	Billings, S.B., Deming, D.J., Ross, S.L.			"While the evidence in Bayer, Hjalmarsson and Pozen (2009) is strongly suggestive of the importance of criminal networks, they cannot demonstrate directly that youth in juvenile facilities subsequently commit crimes together," page 4.	Denigrating	Partners in Crime: Schools, Neighborhoods, and the Formation of Criminal Networks	21962	NBER Working Paper 21962; February 2016	"At least one co-author has disclosed a financial relationship of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w21962.ack"
	Billings, S.B., Deming, D.J., Ross, S.L.			"While several other studies find important impacts of schools on crime, they are unable to pin down peers as the causal mechanism rather…" page 4-5	Denigrating	Partners in Crime: Schools, Neighborhoods, and the Formation of Criminal Networks	21962	NBER Working Paper 21962; February 2016	"At least one co-author has disclosed a financial relationship of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w21962.ack"
15	Stijn Broecke, Glenda Quintini & Marieke Vandeweyer			N/A		Wage Inequality and Cognitive Skills: Re-Opening the Debate	21965	FEBRUARY 2016 - WORKING PAPER 21965
16	Papay, J.P., Taylor, E.S., Tyler, J.H., Laski, M.	13	11	"Yet, despite the intuitive role for coworkers in human capital development, empirical evidence of learning from coworkers is scarce. While there is limited evidence on learning from coworkers specifically, there is a growing literature on productivity spillovers among coworkers generally," page 1.	Dismissive	Learning Job Skills from Colleagues at Work: Evidence from a Field Experiment Using Teacher Performance Data	21986	NBER Working Paper 21986; February 2016	"The Bill & Melinda Gates Foundation provided financial support of this research, and we benefited greatly from discussions with our program officer Steve Cantrell."
17	Patrick Bayer, Fernando Ferreira & Stephen L. Ross			N/A		What Drives Racial and Ethnic Differences in High Cost Mortgages? The Role of High Risk Lenders	22004	FEBRUARY 2016 - WORKING PAPER 22004
18	Cooper, R. & Liu, H.	14		no DRs found		Mismatch in Human Capital Accumulation	22010	NBER Working Paper 22010; February 2016
19	Lafortune, J., Rothstein, J., Schanzenbach, D.W.	15	12	"But there is little evidence about their effects on student achievement," page 3.	Dismissive	School Finance Reform and the Distribution of Student Achievement	22011	NBER Working Paper 22011; February 2016	"This research was supported by funding from the Spencer Foundation and the Washington Center for Equitable Growth."
	Lafortune, J., Rothstein, J., Schanzenbach, D.W.			"The literature regarding whether “money matters” in education (Card and Krueger 1992a; Hanushek 1986, 2003, 2006; Burtless 1996) is contentious and does not offer clear guidance."	Denigrating	School Finance Reform and the Distribution of Student Achievement	22011	NBER Working Paper 22011; February 2016	"This research was supported by funding from the Spencer Foundation and the Washington Center for Equitable Growth."
	Lafortune, J., Rothstein, J., Schanzenbach, D.W.			"We provide the first evidence from nationally representative data regarding the impact of SFRs on student achievement." page 4.	1stness	School Finance Reform and the Distribution of Student Achievement	22011	NBER Working Paper 22011; February 2016	"This research was supported by funding from the Spencer Foundation and the Washington Center for Equitable Growth."
20	Jacob, B., Dynarski, S., Frank, K., Schneider, B.	16	13	"There is less evidence on how such policies impact student achievement, but the existing research generally does not find large gains in student performance." p.4	Dismissive	Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan	22013	NBER Working Paper 22013; February 2016	"The Institute of Education Sciences provided generous support through Grant R305E100008."
	Jacob, B., Dynarski, S., Frank, K., Schneider, B.			"A small but growing body of research shows that taking certain core courses, especially those in math and science, can have significant, positive effects on long-term labor-market outcomes (Cortes, Goodman, & Nomi, forthcoming; Goodman, 2012, Levine & Zimmerman,1995; Betts& Rose, 2004)" p.8	Dismissive	Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan	22013	NBER Working Paper 22013; February 2016	"The Institute of Education Sciences provided generous support through Grant R305E100008."
	Jacob, B., Dynarski, S., Frank, K., Schneider, B.			"Moreover, there is substantial evidence that high school exit exams, a closely related policy, increase dropout rates, particularly among low-income students (Jacob 2001; Jenkins, Kulick, & Warren, 2006; Dee & Jacob 2007; Papay, Murnane, and Willets, 2010) and little evidence that they improve student achievement (Grodsky, Kalogrides, & Warren 2009; Dee & Jacob 2007)." p.9	Dismissive	Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan	22013	NBER Working Paper 22013; February 2016	"The Institute of Education Sciences provided generous support through Grant R305E100008."
21	Lovenheim, M.F., Reback, R., Wedenoja, L.	17	14	"Previous research studies have examined the importance of expanding children's health insurance coverage, but there is little prior evidence concerning the impacts of directly expanding primary health care access to this population. We address this gap in the literature," abstract.	Dismissive, 1stness	How Does Access to Health Care Affect Teen Fertility and High School Dropout Rates? Evidence from School-Based Health Centers	22030	NBER Working Paper 22030; February 2016	"We also gratefully acknowledge funding from the Department of Policy Analysis and Management at Cornell University for this project."
	Lovenheim, M.F., Reback, R., Wedenoja, L.			"Second, our paper is the first to examine how primary health care services affect the educational attainment of children from low-income families," page 2.	1stness	How Does Access to Health Care Affect Teen Fertility and High School Dropout Rates? Evidence from School-Based Health Centers	22030	NBER Working Paper 22030; February 2016	"We also gratefully acknowledge funding from the Department of Policy Analysis and Management at Cornell University for this project."
22	Carrell, S.E., Hoekstra, M., Kuka, E.	18	15	"However, there is relatively little evidence on the long-run educational and labor market consequences of childhood peers," abstract.	Dismissive	The Long-Run Effects of Disruptive Peers	22042	NBER Working Paper 22042; February 2016	"We also acknowledge financial support from the UC Davis Center for Poverty Research."
	Carrell, S.E., Hoekstra, M., Kuka, E.			"In contrast, relatively little is known about the long-run impact of childhood peers, particularly with respect to labor market outcomes in adulthood," page 2.	Dismissive	The Long-Run Effects of Disruptive Peers	22042	NBER Working Paper 22042; February 2016	"We also acknowledge financial support from the UC Davis Center for Poverty Research."
	Carrell, S.E., Hoekstra, M., Kuka, E.			"Second, to our knowledge, we are first to identify the long-term effects of elementary school peers on adult earnings," page 5.	1stness	The Long-Run Effects of Disruptive Peers	22042	NBER Working Paper 22042; February 2016	"We also acknowledge financial support from the UC Davis Center for Poverty Research."
23	Jacob, B., Rockoff, J.E., Taylor, E.S., Lindy, B., Rosen, R.	19	16	"Selecting more effective teachers among job applicants during the hiring process could be a highly cost-effective means of improving educational quality, but there is little research that links information gathered during the hiring process to subsequent teacher performance," abstract.	Dismissive	Teacher Applicant Hiring and Teacher Performance: Evidence from DC Public Schools	22054	NBER Working Paper 22054; March 2016	"Generous financial support was provided by the Smith Richardson Foundation."
	Jacob, B., Rockoff, J.E., Taylor, E.S., Lindy, B., Rosen, R.			"Limited progress has not been due to a lack of attention by academics, but rather to the use of small samples, the focus on a small set of teacher characteristics found in administrative data, and the lack of high quality performance measures on teachers," page 2.	Denigrating	Teacher Applicant Hiring and Teacher Performance: Evidence from DC Public Schools	22054	NBER Working Paper 22054; March 2016	"Generous financial support was provided by the Smith Richardson Foundation."
24	Laing, D., Rivkin, S.G., Schiman, J.C., Ward, J.	20		no DRs found		Decentralized Governance and the Quality of School Leadership	22061	NBER Working Paper 22061; March 2016	"This research is supported by a grant from the Smith-Richardson foundation."
25	Card, D. & Giuliano, L.	21	17	"As noted by Betts (2011), many studies ‐‐ particularly those using U.S. data ‐‐ rely on observational designs that are easily criticized." page 1, footnotes	Denigrating	Can Tracking Raise the Test Scores of High-Ability Minority Students?	22104	NBER Working Paper 22104; March 2016	"The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305D110019 to the National Bureau of Economic Research."
26	Levitt, S.D., List, J.A., Sadoff, S.	22	18	"But, despite the now large literature on incentives in education, few studies have explored the role of incentive design. However these studies tend to stop at intermediate outcomes occurring one to two years post-treatment," page 4.	Dismissive, Denigrating	The Effect of Performance-Based Incentives on Educational Achievement: Evidence from a Randomized Experiment	22107	NBER Working Paper 22107; March 2016	"The project was made possible by the generous financial support of the Kenneth and Anne Griffin Foundation."
27	Dur, U., Pathak, P.A., Sonmez, T.	23	19	"Chicago’s system motivated their model in an earlier version of that paper Kominers and Sönmez (2013), although they do not provide any analytical results for the application at CPS".  page 5.	Denigrating	Explicit Vs. Statistical Preferential Treatment in Affirmative Action: Theory and Evidence from Chicago's Exam Schools	22109	NBER Working Paper 22109; March 2016	"Pathak and Sonmez's work was supported by NSF grant SES-1426566. Sonmez also acknowledges the research support of Goldman Sachs Gives via Dalinc Ariburnu - Goldman Sachs Faculty Research Fund."
	Dur, U., Pathak, P.A., Sonmez, T.			"However, we take the affirmative action system as given and consider variations in implementation, while Echenique and Yenmez (2015) derive affirmative action systems from primitive axioms for diversity without considering the issues we examine here," page 5.	Denigrating	Explicit Vs. Statistical Preferential Treatment in Affirmative Action: Theory and Evidence from Chicago's Exam Schools	22109	NBER Working Paper 22109; March 2016	"Pathak and Sonmez's work was supported by NSF grant SES-1426566. Sonmez also acknowledges the research support of Goldman Sachs Gives via Dalinc Ariburnu - Goldman Sachs Faculty Research Fund."
28	Avery, C., Cadman, B., Cassar, G.	24	20	"Consistent with this view, the prior academic literature identifies a strong connection between a team’s athletic performance and the head’s coach’s salary and longevity (see, for example, Holmes, 2011), but generally does not consider the academic performance of the players," page 4-5	Denigrating	Academics Vs. Athletics: Career Concerns for NCAA Division 1 Coaches	22120	NBER Working Paper 22120; March 2016	"At least one co-author has disclosed a financial relationship of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w22120.ack"
29	Michael J. Kottelenberg & Steven F. Lehrer			N/A		Targeted or Universal Coverage? Assessing Heterogeneity in the Effects of Universal Childcare	22126	APRIL 2016 - WORKING PAPER 22126
30	Dynarski, S. & Scott-Clayton, J.	25		no DRs found		Tax Benefits for College Attendance	22127	NBER Working Paper 22127; March 2016
31	Dee, T.S., Dobbie, W., Jacob, B.A., Rockoff, J.	26	21	"However, despite widespread concerns over test validity and the manipulation of scores, we know little about the factors that lead educators to manipulate student test scores (e.g., accountability policies versus individual students traits)." Page 1	Dismissive	The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations	22165	NBER Working Paper 22165; April 2016
	Dee, T.S., Dobbie, W., Jacob, B.A., Rockoff, J.			"Furthermore, there is also little empirical evidence on whether test score manipulation has any long-run consequences for students’ educational outcomes and performance gaps by race, ethnicity, and gender," page 1.	Dismissive	The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations	22165	NBER Working Paper 22165; April 2016
	Dee, T.S., Dobbie, W., Jacob, B.A., Rockoff, J.			"However, Diamond and Persson (2016) find no evidence of the negative human capital effects we document in our setting," page 3.	Dismissive	The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations	22165	NBER Working Paper 22165; April 2016
32	Fletcher, J. & Wolfe, B.L.	27	22	"Little is known about the relationship between family income and children’s non-cognitive (or socio-emotional) skill formation," abstract.	Dismissive	The Importance of Family Income in the Formation and Evolution of Non-Cognitive Skills in Childhood	22168	NBER Working Paper 22168; April 2016	"Fletcher thanks the Robert Wood Johnson Foundation Health & Society Scholars program for its financial support."
	Fletcher, J. & Wolfe, B.L.			"The limited study of non-cognitive or socio-emotional skills is a potentially important omission since socio-emotional skills may be a critical factor in predicting a range of important adult outcomes," page 2.	Dismissive	The Importance of Family Income in the Formation and Evolution of Non-Cognitive Skills in Childhood	22168	NBER Working Paper 22168; April 2016	"Fletcher thanks the Robert Wood Johnson Foundation Health & Society Scholars program for its financial support."
33	Jian Wang, Reinhilde Veugelers & Paula Stephan			N/A		Bias against Novelty in Science: A Cautionary Tale for Users of Bibliometric Indicators	22180	APRIL 2016 - WORKING PAPER 22180	"Financial support from KU Leuven (GOA/12/003) and the Research Foundation - Flanders (FWO, G.0825.12) is gratefully acknowledged. J. Wang also gratefully acknowledges a postdoctoral fellowship from FWO."
34	Fryer, R.G. Jr.	28		no DRs found		The 'Pupil' Factory: Specialization and the Production of Human Capital in Schools	22205	NBER Working Paper 22205; April 2016	"Financial Support from Eli Broad and the Edlab’s Advisory Group is gratefully acknowledged."
35	Diamond, R. & Persson, P.	29		no DRs found		The Long-Term Consequences of Teacher Discretion in Grading of High-Stakes Tests	22207	NBER Working Paper 22207; April 2016	"Persson gratefully acknowledges funding from the Jan Wallander and Tom Hedelius Foundation."
36	Clotfelter, C.T., Hemelt, S.W., Ladd, H.F	30	23	"Much less attention has been paid to the influence of such factors (and other supports) on outcomes beyond college enrollment such as short-run persistence, academic performance, and college completion," page 3.	Dismissive	Multifaceted Aid for Low-Income Students and College Outcomes: Evidence from North Carolina	22217	NBER Working Paper 22217; May 2016, revised June 2017
37	Jackson, C.K.	31	24	"This research is the first analysis of (a) a large-scale policy to expand single-sex education to low-achieving students," page 1.	1stness	The Effect of Single-Sex Education on Test-Scores, School Completion, Arrests, and Teen Motherhood: Evidence from School Transitions	22222	NBER Working Paper 22222; May 2016, revised February 2017	"This project was supported by the Spencer Foundation."
	Jackson, C.K.			" … and (b) the causal effect of single-sex schooling on crime and teen fertility," page 1.	1stness	The Effect of Single-Sex Education on Test-Scores, School Completion, Arrests, and Teen Motherhood: Evidence from School Transitions	22222	NBER Working Paper 22222; May 2016, revised February 2017	"This project was supported by the Spencer Foundation."
	Jackson, C.K.			"As such, these cross-school comparisons (while informative about schools) are uninformative about whether students benefit from single-sex education per se," page 3.	Denigrating	The Effect of Single-Sex Education on Test-Scores, School Completion, Arrests, and Teen Motherhood: Evidence from School Transitions	22222	NBER Working Paper 22222; May 2016, revised February 2017	"This project was supported by the Spencer Foundation."
	Jackson, C.K.			"Second, it is the first paper to identify the policy-relevant effect of converting coed schools to single-sex," page 5.	1stness	The Effect of Single-Sex Education on Test-Scores, School Completion, Arrests, and Teen Motherhood: Evidence from School Transitions	22222	NBER Working Paper 22222; May 2016, revised February 2017	"This project was supported by the Spencer Foundation."
38	C. Kirabo Jackson	32		no DRs found		What do Test Scores Miss? The Importance of Teacher Effects on Non-Test Score Outcomes	22226	NBER Working Paper 22226; May 2016	"This research was supported by funding from the Smith Richardson Foundation."
39	Leight, J. & Liu, E.M	33	25	"The importance of non-cognitive skills in determining long-term human capital and labor market outcomes is widely acknowledged, but relatively little is known about how educational investments by parents may respond to non cognitive skills early in life," abstract.	Dismissive	Maternal Education, Parental Investment and Non-Cognitive Skills in Rural China	22233	NBER Working Paper 22233; May 2016
	Leight, J. & Liu, E.M			"In addition, there is very little evidence of comparable heterogeneity with respect to the education of the father," page 2.	Dismissive	Maternal Education, Parental Investment and Non-Cognitive Skills in Rural China	22233	NBER Working Paper 22233; May 2016
40	Bulman, G. & Fairlie, R.W.	34	26	"A better understanding of how computer technology affects educational outcomes is critical because it sheds light on whether such technology is an important input in the educational production process and whether disparities in access will translate into educational inequality," page 3.	Denigrating	Technology and Education: Computers, Software, and the Internet	22237	NBER Working Paper 22237; May 2016
	Bulman, G. & Fairlie, R.W.			" In practice, many empirical studies identify the effects of ICT investment using policies that increase investment in technology at “treated” schools but not at “control” schools without an offsetting reduction in traditional resources," page 11-12.	Denigrating	Technology and Education: Computers, Software, and the Internet	22237	NBER Working Paper 22237; May 2016
41	Norma B. Coe, Jing Guo, R. Tamara Konetzka & Courtney Harold Van Houtven			N/A		What is the Marginal Benefit of Payment-Induced Family Care?	22249	MAY 2016 - WORKING PAPER 22249
42	Andrews, R.J., Imberman, S.A., Lovenheim, M.F.	35	27	"Prior research has found at most modest effects on student outcomes of policies designed to overcome any one of these disadvantages," page 2.	Denigrating	Recruiting and Supporting Low-Income, High-Achieving Students at Flagship Universities	22260	NBER Working Paper 22260; May 2016	"We are further grateful for generous financial support for this project provided by the Greater Texas Foundation, the Russell Sage Foundation and the William T. Grant Foundation."
	Andrews, R.J., Imberman, S.A., Lovenheim, M.F.			"In this paper, we present what is to our knowledge the first analysis in the literature of interventions aimed at addressing this broad array of disadvantages faced by low-income students," page 2-3.	1stness	Recruiting and Supporting Low-Income, High-Achieving Students at Flagship Universities	22260	NBER Working Paper 22260; May 2016	"We are further grateful for generous financial support for this project provided by the Greater Texas Foundation, the Russell Sage Foundation and the William T. Grant Foundation."
43	Ozek, U. & Figlio, D.N.	36	28	"This paper presents the first use of matched administrative school and natality records to offer the most comprehensive analysis to date of the educational experiences of immigrants in the U.S. public school system." page 3.	1stness	Cross-Generational Differences in Educational Outcomes in the Second Great Wave of Immigration	22262	NBER Working Paper 22262; May 2016	"This research was supported by the National Center for the Analysis of Longitudinal Data in Education Research (CALDER) funded through Grant R305A060018 from the Institute of Education Sciences, U.S. Department of Education, and American Institutes for Research."
	Ozek, U. & Figlio, D.N.			"These remarkable data permit, for the first time, the study of educational outcomes across first, second, and third generation immigrants in the United States, and the exceptionally rich data we use from Florida administrative records provide the opportunity to follow hundreds of thousands of immigrant children longitudinally through school," page 3.	1stness	Cross-Generational Differences in Educational Outcomes in the Second Great Wave of Immigration	22262	NBER Working Paper 22262; May 2016	"This research was supported by the National Center for the Analysis of Longitudinal Data in Education Research (CALDER) funded through Grant R305A060018 from the Institute of Education Sciences, U.S. Department of Education, and American Institutes for Research."
	Ozek, U. & Figlio, D.N.			"There has been a fair amount of research on the educational attainment of immigrants compared to natives in the United States, but comparatively little is known about how well immigrant students perform while in school," page 5.	Dismissive	Cross-Generational Differences in Educational Outcomes in the Second Great Wave of Immigration	22262	NBER Working Paper 22262; May 2016	"This research was supported by the National Center for the Analysis of Longitudinal Data in Education Research (CALDER) funded through Grant R305A060018 from the Institute of Education Sciences, U.S. Department of Education, and American Institutes for Research."
44	Persico, C., Figlio, D., Roth, J.	37	29	"That said, we know very little to date about the effects of substantial industrial toxicants in a highly developed setting like the United States," page 3. outcomes.	Dismissive	Inequality Before Birth: The Developmental Consequences of Environmental Toxicants	22263	NBER Working Paper 22263; May 2016	"Figlio and Roth acknowledge support from the National Science Foundation and the Institute for Education Sciences (CALDER grant), and Figlio acknowledges support from the National Institute of Child Health and Human Development and the Bill and Melinda Gates Foundation."
	Persico, C., Figlio, D., Roth, J.			"In addition, this is the first study to investigate the developmental effects of living near Superfund sites during the prenatal period on both birth and long-term outcomes," page 4	1stness	Inequality Before Birth: The Developmental Consequences of Environmental Toxicants	22263	NBER Working Paper 22263; May 2016	"Figlio and Roth acknowledge support from the National Science Foundation and the Institute for Education Sciences (CALDER grant), and Figlio acknowledges support from the National Institute of Child Health and Human Development and the Bill and Melinda Gates Foundation."
45	Kosali Simon, Aparna Soni & John Cawley			N/A		The Impact of Health Insurance on Preventive Care and Health Behaviors: Evidence from the 2014 ACA	22265	MAY 2016 - WORKING PAPER 22265
46	Autor, D., Figlo, D., Karbownik, K., Roth, J., Wasserman, M.	38	30	"Amidst this widely remarked rise in female educational attainment hides a striking and comparatively unremarked puzzle: the female advantage in high school graduation and college attainment is larger and has risen by substantially more among children of minority families," page 1.	Dismissive	Family Disadvantage and the Gender Gap in Behavioral and Educational Outcomes	22267	NBER Working Paper 22267; May 2016, September 2017	"Autor acknowledges support from the Russell Sage Foundation (Grant #85-12-07). Figlio and Roth acknowledge support from the National Science Foundation and the Institute for Education Sciences (CALDER grant), and Figlio acknowledges support from the National Institute of Child Health and Human Development and the Bill and Melinda Gates Foundation. Wasserman acknowledges support from the NSF Graduation Research Fellowship, NIA Grant #T32-AG000186, and NICHD Grant #HD007339-30."
47	Cellini, S.R. & Turner, N.	39	31	"Evidence on certificate programs is more limited." page 7.	Dismissive	Gainfully Employed? Assessing the Employment and Earnings of For-Profit College Students Using Administrative Data	22287	NBER Working Paper 22287; May 2016, revised January 2018	"Stephanie Cellini gratefully acknowledges support from the Smith Richardson Foundation."
	Cellini, S.R. & Turner, N.			"In contrast to the large literature on returns to public and non-profit colleges, there are relatively few papers that estimate the returns to for-profit college attendance," page 7.	Dismissive	Gainfully Employed? Assessing the Employment and Earnings of For-Profit College Students Using Administrative Data	22287	NBER Working Paper 22287; May 2016, revised January 2018	"Stephanie Cellini gratefully acknowledges support from the Smith Richardson Foundation."
48	Heckman, J.J., Humphries, J.E., Veramendi, G.	40	32	"Unlike previous work on matching, we correct the match variables for measurement error and the bias introduced into the measurements by family background. We also use exclusion restrictions to identify our model as in the IV and control function literatures." page 10.	Denigrating, 1stness	Returns to Education: The Causal Effects of Education on Earnings, Health, and Smoking	22291	NBER Working Paper 22291; May 2016	"This research was supported in part by: the American Bar Foundation; the Pritzker Children's Initiative; the Buffett Early Childhood Fund; NIH grants NICHD R37HD065072, NICHD R01HD054702, and NIA R24AG048081; an anonymous funder; Successful Pathways from School to Work, an initiative of the University of Chicago's Committee on Education funded by the Hymen Milgrom Supporting Organization; and the Human Capital and Economic  Opportunity Global Working Group, an initiative of the Center for the Economics of Human Development, affiliated with the Becker Friedman Institute for Research in Economics, and funded by the Institute for New Economic Thinking. Humphries acknowledges the support of a National Science Foundation Graduate Research Fellowship."
	Heckman, J.J., Humphries, J.E., Veramendi, G.			"Unlike many structural papers, we provide explicit proofs of model identification," page 10.	Denigrating, 1stness	Returns to Education: The Causal Effects of Education on Earnings, Health, and Smoking	22291	NBER Working Paper 22291; May 2016	"This research was supported in part by: the American Bar Foundation; the Pritzker Children's Initiative; the Buffett Early Childhood Fund; NIH grants NICHD R37HD065072, NICHD R01HD054702, and NIA R24AG048081; an anonymous funder; Successful Pathways from School to Work, an initiative of the University of Chicago's Committee on Education funded by the Hymen Milgrom Supporting Organization; and the Human Capital and Economic  Opportunity Global Working Group, an initiative of the Center for the Economics of Human Development, affiliated with the Becker Friedman Institute for Research in Economics, and funded by the Institute for New Economic Thinking. Humphries acknowledges the support of a National Science Foundation Graduate Research Fellowship."
49	Keller, et al.			N/A		International Trade and Job Polarization: Evidence at the Worker-Level	22315	JUNE 2016 - WORKING PAPER 22315
50	Oreopoulos, P. & Ford, R.	41		no DRs found		Keeping College Options Open: A Field  Experiment to Help All High School Seniors Through the College Application Process	22320	NBER Working Paper 22320; June 2016	"The Ministry of Training, Colleges, and Universities (MTCU), partnered with the Ministry of Education and the Social Research and Demonstration Corporation (SRDC) to fund and implement the experiment."
51	Hoekstra, M., Mouganie, P., Wang, Y.	42		no DRs found		Peer Quality and the Academic Benefits to Attending Better Schools	22337	NBER Working Paper 22337; June 2016
52	Bettinger, E., Gurantz, O., Kawano, L., Sacerdote, B.	43	33	"Whereas research has begun to examine the long-term impacts of government investment in a variety of educational policy areas, there is less such research in the postsecondary sector." page 2	Dismissive	The Long Run Impacts of Merit Aid: Evidence from California's CAL Grant	22347	NBER Working Paper 22347; June 2016	"Eric Bettinger and Oded Gurantz thank the Spencer Foundation for financial support. Eric Bettinger, Oded Gurantz and Bruce Sacerdote thank the Smith Richardson Foundation for financial support and acknowledge support by grant #R305B090016 from the U.S. Department of Education, Institute of Education Sciences."
	Bettinger, E., Gurantz, O., Kawano, L., Sacerdote, B.			"However, there is relatively little research to date that would allow financial aid programs to measure their long-run return on investment." page 2.	Dismissive	The Long Run Impacts of Merit Aid: Evidence from California's CAL Grant	22347	NBER Working Paper 22347; June 2016	"Eric Bettinger and Oded Gurantz thank the Spencer Foundation for financial support. Eric Bettinger, Oded Gurantz and Bruce Sacerdote thank the Smith Richardson Foundation for financial support and acknowledge support by grant #R305B090016 from the U.S. Department of Education, Institute of Education Sciences."
	Bettinger, E., Gurantz, O., Kawano, L., Sacerdote, B.			"We are among the first to examine impacts of merit aid on graduation and earnings," page 4.	1stness	The Long Run Impacts of Merit Aid: Evidence from California's CAL Grant	22347	NBER Working Paper 22347; June 2016	"Eric Bettinger and Oded Gurantz thank the Spencer Foundation for financial support. Eric Bettinger, Oded Gurantz and Bruce Sacerdote thank the Smith Richardson Foundation for financial support and acknowledge support by grant #R305B090016 from the U.S. Department of Education, Institute of Education Sciences."
53	Jones, T.R. & Ehrenberg, R.G.	44		no DRs found		Are High-Quality PhD Programs at Universities Associated with More Undergraduate Students Pursuing PhD Study?	22372	NBER Working Paper 22372; June 2016, Revised April 2018	"Previously circulated as "Producing Humanities PhDs among BAs at Doctoral Institutions." Cornell Higher Education Research Institute (CHERI) received financial support from the Andrew W. Mellon Foundation during part of the time this paper was prepared, however the conclusions reported in this paper are strictly our own."
54	Chabrier, J., Cohodes, S., Oreopoulos, P.	45	34	"Over the past decade, a relatively small number of studies have been able to gather data from lottery results and match them…," page 4.	Dismissive, Denigrating	What Can We Learn From Charter School Lotteries?	22390	NBER Working Paper 22390; July 2016	"At least one co-author has disclosed a financial relationship of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w22390.ack"
55	Schmitz, L.L. & Conley, D.	46	35	"While several studies have used the draft lotteries to evaluate the causal impact of military service on a variety of physical and socioeconomic outcomes, this study is the first to examine whether the educational attainment of conscripts was moderated by genetic influences," page 2.	1stness	The Effect of Vietnam-Era Conscription and Genetic Potential for Educational Attainment on Schooling Outcomes	22393	NBER Working Paper 22393; July 2016	"This study was funded by the Russell Sage Foundation (grant number 83-15-29) and by an NIA training grant to the Population Studies Center at the University of Michigan (T32 AG000221). The Health and Retirement Study (HRS accession number 0925-0670) is sponsored by the National Institute on Aging (grant numbers NIA U01AG009740, RC2AG036495, and RC4AG039029) and is conducted by the University of Michigan. Additional funding support for genotyping and analysis were provided by NIH/NICHD R01 HD060726."
56	Jackson, C.K. & Makarin, A.	47	36	"While this new technology has revolutionized how most teachers plan their lessons, the potential benefits of this innovation are unknown," abstract.	Dismissive	Can Online Off-The-Shelf Lessons Improve Student Outcomes? Evidence From a Field Experiment	22398	NBER Working Paper 22398; July 2016	"This paper was previously circulated under the title “Simplifying Teaching: A Field Experiment with Online ‘Off-the-Shelf’ Lessons." This paper was made possible by a grant from the Carnegie Corporation of New York through 100Kin10."
	Jackson, C.K. & Makarin, A.			"We present the first rigorous examination of this question," page 2.	1stness	Can Online Off-The-Shelf Lessons Improve Student Outcomes? Evidence From a Field Experiment	22398	NBER Working Paper 22398; July 2016	"This paper was previously circulated under the title “Simplifying Teaching: A Field Experiment with Online ‘Off-the-Shelf’ Lessons." This paper was made possible by a grant from the Carnegie Corporation of New York through 100Kin10."
57	Akyol, S.P., Key, J., Krishna, K.	48	37	"In this paper we argue that the standard approaches to examining the performance of people taking multiple choice exams are usually inadequate, often misleading, and sometimes just plain wrong," page 2.	Denigrating	Hit or Miss? Test Taking Behavior in Multiple Choice Exams	22401	NBER Working Paper 22401; July 2016
58	Ashraf, N., Bau, N., Nunn, N., Voena, A.	49	38	"Although it is well known that traditional cultural practices can play an important role in development, we still have little understanding of what this means for development policy," abstract.	Dismissive	Bride Price and Female Education	22417	NBER Working Paper 22417; July 2016, Revised March 2018
	Ashraf, N., Bau, N., Nunn, N., Voena, A.			"In particular, dowry has received a considerable amount of attention in the economics literature (Botticini and Siow, 2003; Anderson, 2003, 2007b; Arunachalam and Naidu, 2015; Anderson and Bidner, 2016), but bride price has been the subject of few studies, despite the fact that the practice is widespread and the payments are often large in magnitude (Anderson, 2007a; Bishai and Grossbard, 2010)," page 5.	Dismissive	Bride Price and Female Education	22417	NBER Working Paper 22417; July 2016, Revised March 2018
59	Jacob, B. & Rothstein, J.	50	39	"While the literature in psychometrics (the field concerned with the theory and methodology of psychological measurement) has explored many if not all of the issues that we discuss, economists and other applied researchers are generally unaware of them and frequently misuse test score measures, with potentially serious consequences for their analyses," page 3-4.	Denigrating	The Measurement of Student Ability in Modern Assessment Systems	22434	NBER Working Paper 22434; July 2016
60	Landerso, R. & Heckman, J.J.	51	40	"The literature on Danish social mobility by income is surprisingly sparse and uses only a limited number of measures of income." p.3	Dismissive	The Scandinavian Fantasy: The Sources of Intergenerational Mobility in Denmark and the U.S.	22465	NBER Working Paper 22465; July 2016	"This research was supported in part by: the Pritzker Children’s Initiative; the Buffett Early Childhood Fund; NIH grants NICHD R37HD065072, NICHD R01HD054702, and NIA R24AG048081; an anonymous funder; The Rockwool Foundation; Successful Pathways from School to Work, an initiative of the University of Chicago’s Committee on Education and funded by the Hymen Milgrom Supporting Organization; the Human Capital and Economic Opportunity Global Working Group, an initiative of the Center for the Economics of Human Development and funded by the Institute for New Economic Thinking; and the American Bar Foundation."
	Landerso, R. & Heckman, J.J.			"Yet, few previous studies consider nonlinearities. Bratsberg et al. (2007) report ..." page 18.	Dismissive	The Scandinavian Fantasy: The Sources of Intergenerational Mobility in Denmark and the U.S.	22465	NBER Working Paper 22465; July 2016	"This research was supported in part by: the Pritzker Children’s Initiative; the Buffett Early Childhood Fund; NIH grants NICHD R37HD065072, NICHD R01HD054702, and NIA R24AG048081; an anonymous funder; The Rockwool Foundation; Successful Pathways from School to Work, an initiative of the University of Chicago’s Committee on Education and funded by the Hymen Milgrom Supporting Organization; the Human Capital and Economic Opportunity Global Working Group, an initiative of the Center for the Economics of Human Development and funded by the Institute for New Economic Thinking; and the American Bar Foundation."
61	Hanushek, E.A., Rivkin, S.G., Schiman, J.C.	52	41	" Kane and Staiger (2008), Kane et al. (2013), and Chetty, Friedman, and Rockoff (2014b) provide some evidence in support of standard value-added models, but overall questions remain about the influence of unobserved heterogeneity and of purposeful classroom assignment and must be considered in the estimation of the quality distributions of movers (Rothstein (2014))." pp.4-5	Dismissive	Dynamic Effects of Teacher Turnover on the Quality of Instruction	22472	NBER Working Paper 22472; July 2016	"This research has received support from the Spencer Foundation, the Hewlett Foundation, and the Packard Humanities Institute."
62	Michelmore, K. & Dynarski, S.	53	42	"But the household surveys that these studies rely upon are infrequent and suffer from non-response and attrition," page 1.	Denigrating	The Gap within the Gap: Using Longitudinal Data to Understand Income Differences in Student Achievement	22474	NBER Working Paper 22474; July 2016	"The Institute of Education Sciences, U.S. Department of Education provided support through Grants R305E100008 and R305B110001."
63	Gordon, N. & Reber, S.	54	43	"This paper is the first to empirically examine the relationship between school segregation and mixed-race childbearing, " page 1.	1stness	The Effects of School Desegregation on Mixed-Race Births	22480	NBER Working Paper 22480; August 2016
64	Valero, A. & Van Reenen, J.	55	44	"While there is an extensive literature on human capital and growth, there is relatively little research on the economic impact of universities themselves," page 2.	Dismissive	The Economic Impact of Universities: Evidence from Across the Globe	22501	NBER Working Paper 22501; August 2016	"This project has received funding from the European Research Council (ERC) under the European Union's Horizon 2020 research and innovation programme (Grant Agreement Number 670862)."
	Valero, A. & Van Reenen, J.			"To date, few papers have explicitly considered the direct link between university presence and economic performance," page 6.	Dismissive	The Economic Impact of Universities: Evidence from Across the Globe	22501	NBER Working Paper 22501; August 2016	"This project has received funding from the European Research Council (ERC) under the European Union's Horizon 2020 research and innovation programme (Grant Agreement Number 670862)."
65	Dobbie, W.S. & Fryer, R.G. Jr.	56		no DRs found		Charter Schools and Labor Market Outcomes	22502	NBER Working Paper 22502; August 2016
66	Visaria, S., Dehejia, R., Chao, M.M., Mukhopadhyay, A.	57	45	" … few papers in education have examined effects after the incentive period ended," page 2.	Dismissive	Unintended Consequences of Rewards for Student Attendance: Results from a Field Experiment in Indian Classrooms	22528	NBER Working Paper 22528; August 2016	"Funding for the field implementation of this project through the Research Project Competition at the first author’s home institution (Grant RPC10BM11) and Tufts University are gratefully acknowledged."
67	Figlio, D., Giuliano, P., Ozek, U., Sapienza, P.	58	46	"However, this is the first paper that studies cultural transmission by focusing on children’s outcomes, thus allowing us to understand the role of parenting in the transmission of culture," page 3	1stness	Long-Term Orientation and Educational Performance	22541	NBER Working Paper 22541; August 2016	"We appreciate the financial support from the National Institutes of Child Health and Human Development (Figlio), National Science Foundation (Figlio), and US Department of Education (Figlio and Özek)."
68	Wiswall, M. & Zafar, B.	59	47	"Males and females choose very different college majors, and with the prior literature unable to fully explain gender differences using standard observed variables (such as earnings and measures of abilities)," page 4.	Denigrating	Human Capital Investments and Expectations about Career and Family	22543	NBER Working Paper 22543; August 2016
69	Aizer, A., Currie, J., Simon, P., Vivier, P.	60	48	"Our study addresses these weaknesses in the literature using a unique dataset we constructed for the state of Rhode Island (RI)," page 3.	Denigrating, 1stness	Do Low Levels of Blood Lead Reduce Children's Future Test Scores?	22558	NBER Working Paper 22558; August 2016	"We thank Rebecca Lee, Kim Pierson, Joel Stewart and Alyssa Sylvaria of the Providence Plan for their generosity and help with the data, Michelle Kollett of the RI Dept of Health and Darlene Price of the RI Office of Healthy Housing for their generosity and help with the data on certificates, and the John D. and Catherine T. MacArthur Foundation for financial support."
70	Lincove, J.A. & Cortes, K.E.	61		no DRs found		Match or Mismatch? Automatic Admissions and College Preferences of Low- and High-Income Students	22559	NBER Working Paper 22559; August 2016	"We are grateful to the Texas Workforce Data Quality Initiative at the University of Texas at Austin’s Ray Marshall Center, funded by the U.S. Department of Labor. This research uses confidential data from the State of Texas supplied by the Texas Education Research Center (ERC) at UT-Austin. The views expressed are those of the authors and not the ERC or any of the funders or supporting organizations mentioned herein, including UT-Austin, Texas A&M University, the Greater Texas Foundation, the State of Texas, or the study’s sponsor."
71	Scott-Clayton, J. & Zafar, B.	62	49	"Prior research has demonstrated that financial aid can influence both college enrollments and completions, but less is known about its post-college consequences."  abstract.	Dismissive	Financial Aid, Debt Management, and Socioeconomic Outcomes: Post-College Effects of Merit-Based Aid	22574	NBER Working Paper 22574; August 2016	"Authors are listed alphabetically and are equally responsible for the research presented herein, which was supported by the Spencer Foundation (Grant #201500101)."
	Scott-Clayton, J. & Zafar, B.			"This study is the first to link college transcripts and financial aid information to credit bureau data later in life, enabling us to examine important outcomes that have not previously been examined, including homeownership, neighborhood characteristics, and financial management (credit risk scores, defaults, and delinquencies)," abstract.	1stness	Financial Aid, Debt Management, and Socioeconomic Outcomes: Post-College Effects of Merit-Based Aid	22574	NBER Working Paper 22574; August 2016	"Authors are listed alphabetically and are equally responsible for the research presented herein, which was supported by the Spencer Foundation (Grant #201500101)."
72	Ellison, G. & Pathak, P.A.	63	50	"We build on their analysis and expand on their empirical work in several dimensions: we examine more realistic changes to admissions policies, an approach made possible by having data on the full applicant pool," page 7	Denigrating	The Efficiency of Race-Neutral Alternatives to Race-Based Affirmative Action: Evidence from Chicago's Exam Schools	22589	NBER Working Paper 22589; September 2016	"Ellison acknowledges support from the Toulouse Network for Information Technology. Pathak acknowledges support of National Science Foundation grant SES-1056325 and SES-1426566"
73	Cappelli, P. & Won, S.	64	51	"Surprisingly, this issue has rarely been examined," page 2.	Dismissive	How Your Pay Affects How You Do: Financial Aid Type and Student Performance in College	22604	NBER Working Paper 22604; September 2016	"Thanks to … Wharton’s Center for Human Resources for support."
	Cappelli, P. & Won, S.			"Field studies of gift exchange have been more limited," page 6.	Denigrating	How Your Pay Affects How You Do: Financial Aid Type and Student Performance in College	22604	NBER Working Paper 22604; September 2016	"Thanks to … Wharton’s Center for Human Resources for support."
74	Beattie, G., Laliberte, J.P., Oreopoulos, P.	65	52	"Yet, it remains unclear which of them or which set constitute the best predictors of success in college, since few studies consider a broad selection of predictors simultaneously and many distinct measures considerably overlap conceptually and empirically," page 5.	Dismissive	Thrivers and Divers: Using Non-Academic Measures to Predict College Success and Failure	22629	NBER Working Paper 22629; September 2016	"Financial support for this research was provided by the Ontario Human Capital Research and Innovation Fund, a Social Sciences and Humanities Research Council Insight Grant (#435-2015-0180), and a JPAL Pilot Grant."
75	Oreopoulos, P. & Petronijevic, U.	66	53	"Much existing research focuses on lacking financial resources among both students and the institutions they attend as explanations for low completion rates and negative experiences," page 1.	Denigrating	Student Coaching: How Far Can Technology Go?	22630	NBER Working Paper 22630; September 2016	"Financial support for this research was provided by the Ontario Human Capital Research and Innovation Fund, a Social Sciences and Humanities Research Council Insight Grant (#435-2015-0180), and a JPAL Pilot Grant."
	Oreopoulos, P. & Petronijevic, U.			"To our knowledge, we provide the first causal analysis of the effects of a large-scale text messaging campaign on the academic outcomes of college students," page 5.	1stness	Student Coaching: How Far Can Technology Go?	22630	NBER Working Paper 22630; September 2016	"Financial support for this research was provided by the Ontario Human Capital Research and Innovation Fund, a Social Sciences and Humanities Research Council Insight Grant (#435-2015-0180), and a JPAL Pilot Grant."
76	Michael Baker & Kirsten Cornelson	67	54	"Our results contribute to a small but growing literature in economics on the sources and consequences of gender differences in skills and attitudes that are important in the labor market." p.6	Dismissive	Title IX and the Spatial Content of Female Employment—Out of the Lab and into the Labor Market	22641	SEPTEMBER 2016 - WORKING PAPER 22641	"Baker gratefully acknowledges the research support of a Canada Research Chair at the University of Toronto."
	Michael Baker & Kirsten Cornelson			"Spatial skills are viewed an important prerequisite to success in STEM occupations, but to our knowledge they have not been the subject of much previous study in economics." p.7	1stness	Title IX and the Spatial Content of Female Employment—Out of the Lab and into the Labor Market	22641	SEPTEMBER 2016 - WORKING PAPER 22641	"Baker gratefully acknowledges the research support of a Canada Research Chair at the University of Toronto."
77	Abel, J.R. & Deitz, R.	68	55	"… very little is actually known about the nature of college underemployment or what seems to make some college graduates more prone to being underemployed than others," page 1.	Dismissive	Underemployment in the Early Careers of College Graduates Following The Great Recession	22654	NBER Working Paper 22654; September 2016
78	Hanushek, E.A., Schwerdt, G., Wiederhold, S., Woessmann, L.	69	56	"The persuasive hypothesis that a prime value of education is the ability to adapt to a changed economic environment (Nelson and Phelps (1966), Welch (1970), Schultz (1975)) has actually received little testing." page 1.	Dismissive	Coping with Change: International Differences in the Returns to Skills	22657	NBER Working Paper 22657; September 2016	"Wiederhold and Woessmann gratefully acknowledge financial support from the Leibniz Association through the project 'Acquisition and Utilization of Adult Skills.'"
	Hanushek, E.A., Schwerdt, G., Wiederhold, S., Woessmann, L.			"Other investigations, while suggestive, offer less clear evidence on the specific role of education in coping with change," page 1.	Denigrating	Coping with Change: International Differences in the Returns to Skills	22657	NBER Working Paper 22657; September 2016	"Wiederhold and Woessmann gratefully acknowledge financial support from the Leibniz Association through the project 'Acquisition and Utilization of Adult Skills.'"
79	Judith Scott-Clayton & Lauren Schudde	70	57	"It is the first study to exploit variation among lottery winners to examine post-secondary attendance, a setting that offers several advantages relative to prior research in this area." p.3	1stness	Parental Resources and College Attendance: Evidence from Lottery Wins	22679	OCTOBER 2016 - WORKING PAPER 22713
80	Nimi, et al.			N/A		The Impact of Intergenerational Transfers on Household Wealth Inequality in Japan and the United States	22687	OCTOBER 2016 - WORKING PAPER 22687
81	Scott-Clayton, J. & Schudde, L.	71	58	"Such standards have existed in federal need-based aid programs for nearly 40 years in the form of Satisfactory Academic Progress (SAP) requirements, yet have received virtually no academic attention," abstract.	Dismissive	Performance Standards in Need-Based Student Aid	22713	NBER Working Paper 22713; October 2016	"The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C110011 to Teachers College, Columbia University (Center for Analysis of Postsecondary Education and Employment)."
82	DeCicca, et al.			N/A		Behavioral Welfare Economics and FDA Tobacco Regulations	22718	OCTOBER 2016 - WORKING PAPER 22718
83	Bassi, M., Meghir, C., Reynoso, A.	72	59	"However this literature has been unable to identify what makes a good teacher; and even if it did, turning around the quality of teachers to a sufficient extent will likely prove far too difficult and slow," page 2.	Denigrating	Education Quality and Teaching Practices	22719	NBER Working Paper 22719; October 2016, revised June 2019	"Costas Meghir benefited from funding by the Cowles foundation and the ISPS. Ana Reynoso was funded by the IADB."
	Bassi, M., Meghir, C., Reynoso, A.			"Second, we provide the first assessment of the interaction between a large scale instruction intervention and the CLASS in producing learning outcomes," page 3.	1stness	Education Quality and Teaching Practices	22719	NBER Working Paper 22719; October 2016, revised June 2019	"Costas Meghir benefited from funding by the Cowles foundation and the ISPS. Ana Reynoso was funded by the IADB."
84	Riehl, E., Saavedra, J.E., Urquiola, M.	73	60	"This is the first study to simultaneously analyze system-wide measures of the earning and learning productivity of colleges," page 2.	1stness	Learning and Earning: An Approximation to College Value Added in Two Dimensions	22725	NBER Working Paper 22725; October 2016	"The authors acknowledge financial support from the NBER conference on the productivity of higher education and no additional funding sources."
	Riehl, E., Saavedra, J.E., Urquiola, M.			"Few studies investigate the extent to which variation in learning value added relates to institutional characteristics." page 3.	Dismissive	Learning and Earning: An Approximation to College Value Added in Two Dimensions	22725	NBER Working Paper 22725; October 2016	"The authors acknowledge financial support from the NBER conference on the productivity of higher education and no additional funding sources."
	Riehl, E., Saavedra, J.E., Urquiola, M.			"In general, these studies find little systematic relationship between learning growth and institutional characteristics," page 3.	Denigrating	Learning and Earning: An Approximation to College Value Added in Two Dimensions	22725	NBER Working Paper 22725; October 2016	"The authors acknowledge financial support from the NBER conference on the productivity of higher education and no additional funding sources."
85	Cooper, R.	74		no DRs found		Money or Grit? Determinants of Mismatch	22734	NBER Working Paper 22734; October 2016, revised April 2018
86	Banerjeem A., Banerji, R., Berry, J., Duflo, E., Kannan, H., Mukherji, S., Shotland, M., Walton, M.	75	61	"There has been less experimentation on how to induce similar pedagogical changes among existing government schoolteachers. This is a critical gap, since reforming the government school systems would allow these practices to reach a much larger number of children and more effectively utilize the time they already spend in school," page 2.	Dismissive	Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of "Teaching at the Right Level" in India	22746	NBER Working Paper 22746; October 2016	"Special thanks to the staff of Pratham for their openness and engagement, and to the William and Flora Hewlett Foundation, the International Initiative for Impact Evaluation, the Government of Haryana, and the Regional Centers for Learning on Evaluation and Results for their financial support and commitment."
87	Deming, D.J., Lovenheim, M., Patterson, R.W.	76	62	"While there is a growing body of research examining student outcomes among those enrolling in online degree programs or courses (Deming et al. 2016, Bettinger et al. 2014), no prior work has estimated the impact of this change in higher education markets on brick and mortar schools," page 1.	Dismissive, 1stness	The Competitive Effects of Online Education	22749	NBER Working Paper 22749; October 2016
88	Goodman, J., Melkers, J., Pallais, A.	77	63	"We provide the first evidence that online education affects the number of people pursuing education," abstract.	1stness	Can Online Delivery Increase Access to Education?	22754	NBER Working Paper 22754; October 2016, revised September 2017
	Goodman, J., Melkers, J., Pallais, A.			"This paper provides the first evidence on whether online education can improve access to education, a key question in evaluating online education’s overall impact," page 1.	1stness	Can Online Delivery Increase Access to Education?	22754	NBER Working Paper 22754; October 2016, revised September 2017
89	Minahil Asim & Thomas Dee	78	64	"This study discusses and evaluates a uniquely designed, low-cost, scalable program designed to improve the governance and performance of primary and middle schools in the Punjab province of Pakistan." Abstract	1stness	Mobile Phones, Civic Engagement, and School Performance in Pakistan	22764	OCTOBER 2016 - WORKING PAPER 22764
	Minahil Asim & Thomas Dee			"A growing body of empirical evidence however, suggests that the manner in which citizens are given information and the opportunities to participate in the delivery of public services, influences the impact of civic engagement on the quality of local governance (Olken 2007; Bjorkman and Svensson 2009; Banerjee et al. 2010; Duflo et al. 2014; Blimpo 2015)." p.1	Dismissive	Mobile Phones, Civic Engagement, and School Performance in Pakistan	22764	OCTOBER 2016 - WORKING PAPER 22764
	Minahil Asim & Thomas Dee			"These design features (i.e., a one-to-one, low-cost and sustained engagement mechanism between the provincial government and the SCs to encourage citizen participation in improving school governance) have not, to our knowledge, been evaluated in local governance settings." p.1	1stness	Mobile Phones, Civic Engagement, and School Performance in Pakistan	22764	OCTOBER 2016 - WORKING PAPER 22764
	Minahil Asim & Thomas Dee			"Moreover, Pakistan provides a unique cultural and political setting to evaluate this impact where public services are plagued by under-provision and corruption." p.1	1stness	Mobile Phones, Civic Engagement, and School Performance in Pakistan	22764	OCTOBER 2016 - WORKING PAPER 22764
	Minahil Asim & Thomas Dee			"A recent and growing empirical literature provides mixed evidence on how local communities can be engaged to participate in improving public-sector performance in developing countries" p.4	Dismissive	Mobile Phones, Civic Engagement, and School Performance in Pakistan	22764	OCTOBER 2016 - WORKING PAPER 22764
	Minahil Asim & Thomas Dee			"From a design standpoint, the School Council Mobilization Program (SCMP) has several uniquely compelling features" p.7	1stness	Mobile Phones, Civic Engagement, and School Performance in Pakistan	22764	OCTOBER 2016 - WORKING PAPER 22764
	Minahil Asim & Thomas Dee			"Moreover, Pakistan provides a unique cultural and political setting to evaluate this impact. Public services are plagued by under-provision and corruption." p.7	1stness	Mobile Phones, Civic Engagement, and School Performance in Pakistan	22764	OCTOBER 2016 - WORKING PAPER 22764
90	Cullen, J.B., Koedel, C., Parsons, E.	79	65	"Our study contributes in a number of ways to the few existing studies of policies that are designed to improve workforce quality by providing better information on teacher effectiveness," page 2.	Dismissive, Denigrating	The Compositional Effect of Rigorous Teacher Evaluations on Workforce Quality	22805	NBER Working Paper 22805; November 2016, revised July 2017	"The authors gratefully acknowledge financial support from the Laura and John Arnold Foundation and the National Center for Analysis of Longitudinal Data in Education Research (CALDER) funded through grant #R305C120008 to American Institutes for Research from the Institute of Education Sciences, U.S. Department of Education;"
91	West, M.R., Woessmann, L., Lergetporer, P., Werner, K.	80	66	"… we conduct the first parallel randomized experiments within representative surveys of public opinion in the two largest industrialized nations in the western world, Germany and the United States." page 1.	1stness	How Information Affects Support for Education Spending: Evidence from Survey Experiments in Germany and the United States	22808	NBER Working Paper 22808; November 2016	"Financial support through the Leibniz Competition (SAW-2014-ifo-2) is gratefully acknowledged."
	West, M.R., Woessmann, L., Lergetporer, P., Werner, K.			"Yet we know very little about the public’s knowledge of current education spending levels, the extent of support for increased spending, ," page 1.	Dismissive	How Information Affects Support for Education Spending: Evidence from Survey Experiments in Germany and the United States	22808	NBER Working Paper 22808; November 2016	"Financial support through the Leibniz Competition (SAW-2014-ifo-2) is gratefully acknowledged."
	West, M.R., Woessmann, L., Lergetporer, P., Werner, K.			"Yet we know very little about ...  the role of information in shaping public views in the two countries," page 1.	Dismissive	How Information Affects Support for Education Spending: Evidence from Survey Experiments in Germany and the United States	22808	NBER Working Paper 22808; November 2016	"Financial support through the Leibniz Competition (SAW-2014-ifo-2) is gratefully acknowledged."
	West, M.R., Woessmann, L., Lergetporer, P., Werner, K.			"To our knowledge, our paper is the first to use parallel survey experiments to compare how the same information treatments affect public opinion in two countries." p.4	1stness	How Information Affects Support for Education Spending: Evidence from Survey Experiments in Germany and the United States	22808	NBER Working Paper 22808; November 2016	"Financial support through the Leibniz Competition (SAW-2014-ifo-2) is gratefully acknowledged."
92	Avery, C., Gurantz, O.,  Hurwitz, M.,Smith, J.	81	67	"Our paper contributes to a small, but expanding body of literature that separates out the predictive effects of AP participation and performance from the causal effects of receiving higher AP integer scores." p.8.	Dismissive	Shifting College Majors in Response to Advanced Placement Exam Scores	22841	NBER Working Paper 22841; November 2016	"Christopher Avery receives funding from The College Board to support his work as Co-Principal Investigator of a research collaboration between the College Board and the Center for Education Policy Research at the Harvard Graduate School of Education."
93	Clay, K., Lingwall, J., Stephens, M. Jr.	82	68	"While there has been considerable focus on the high school movement (Goldin and Katz 2011) and on schooling laws affecting high school attendance (e.g., Acemoglu and Angrist 2000), much less attention has been paid to changes in education below high school," page 2.	Dismissive	Laws, Educational Outcomes, and Returns to Schooling: Evidence from the Full Count 1940 Census	22855	NBER Working Paper 22855; November 2016	"Jeff Lingwall's work was supported in part by a grant from the Kauffman Foundation."
	Clay, K., Lingwall, J., Stephens, M. Jr.			"Relatively few papers have examined the returns to schooling across the earnings distribution," page 4.	Dismissive	Laws, Educational Outcomes, and Returns to Schooling: Evidence from the Full Count 1940 Census	22855	NBER Working Paper 22855; November 2016	"Jeff Lingwall's work was supported in part by a grant from the Kauffman Foundation."
94	Karen Macours & Renos Vakis			N/A		Sustaining Impacts When Transfers End: Women Leaders, Aspirations, and Investment in Children	22871	NOVEMBER 2016 - WORKING PAPER 22871
95	Veronica Minaya & Judith Scott-Clayton	83	69	"We believe we are the first to use a state-level database to assess labor market outcome metrics beyond earnings, including full-time, full-year employment rates, social service sector employment, and unemployment claims." p.2	1stness	Labor Market Outcomes and Postsecondary Accountability: Are Imperfect Metrics Better than None?	22880	DECEMBER 2016 - WORKING PAPER 22880	"Funding to obtain and clean the data used herein was provided by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C110011 to Teachers College, Columbia University."
	Veronica Minaya & Judith Scott-Clayton			"Rigorous evidence regarding the effectiveness of PF policies is limited, but discouraging. Two recent quasi-experimental studies compare …" p.6	Dismissive, Denigrating	Labor Market Outcomes and Postsecondary Accountability: Are Imperfect Metrics Better than None?	22880	DECEMBER 2016 - WORKING PAPER 22880	"Funding to obtain and clean the data used herein was provided by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C110011 to Teachers College, Columbia University."
96	Cullen, J.B., Hanushek, E.A., Phelan, G., Rivkin, S.G.	84	70	"As far as we know, ours is the first study to analyze causal rating impacts on the principal labor market," page 5.	1stness	Performance Information and Personnel Decisions in the Public Sector: The Case of School Principals	22881	NBER Working Paper 22881; December 2016, revised January 2022	"It was supported by grants from the Kern Family Foundation and the Laura and John Arnold Foundation."
97	Seth D. Zimmerman	85		no DRs found		Elite Colleges and Upward Mobility to Top Jobs and Top Incomes	22900	DECEMBER 2016 - WORKING PAPER 22900	"I thank the Yale Program in Applied Economics and Policy, the Cowles Structural Microeconomics Program, and the University of Chicago Booth School of Business for financial support."
98	Andrews, R. & Stange, K.	86	71	"This study fills this gap by assessing how tuition deregulation – and the subsequent price increases – affected the representation of disadvantaged students in high-return institutions and majors," page 2.	1stness	Price Regulation, Price Discrimination, and Equality of Opportunity in Higher Education: Evidence from Texas	22901	NBER Working Paper 22901; December 2016	"This project is funded in part by grants from the Russell Sage Foundation and the Spencer Foundation."
	Andrews, R. & Stange, K.			"Ours is the first study to look at a broad shift from a regime of broad-based subsidies (low sticker price) to one of specific subsidies (higher sticker price plus greater aid) in higher education," page 4	1stness	Price Regulation, Price Discrimination, and Equality of Opportunity in Higher Education: Evidence from Texas	22901	NBER Working Paper 22901; December 2016	"This project is funded in part by grants from the Russell Sage Foundation and the Spencer Foundation."
99	Carrell, S.E. & Kurlaender, M.	87	72	"Although several papers have explored the potential quality differences across community colleges, to our knowledge, no paper has explored differences in institutional quality in the preparation for transfer, tracking students from the two-year to the four-year sector," page 2.	Dismissive, 1stness	Estimating the Productivity of Community Colleges in Paving the Road to Four-Year Success	22904	NBER Working Paper 22904; December 2016
100	Li, H., He, J., Liu, Q., Fraumeni, B.M., Zheng, X.	88		no DRs found		Regional Distribution and Dynamics of Human Capital in China 1985-2014: Education, Urbanization, and Aging of the Population	22906	NBER Working Paper 22906; December 2016
101	Fairlie, R.W. & Kalil, A.	89	73	"We provide the first test of this hypothesis using a large-scale randomized control experiment in which more than one thousand children attending grades 6-10 across 15 different schools and 5 school districts in California were randomly given computers to use at home," abstract	1stness	The Effects of Computers on Children's Social Development and School Participation: Evidence from a Randomized Control Experiment	22907	NBER Working Paper 22907; December 2016	"We thank Computers for Classrooms, Inc., the ZeroDivide Foundation, and the NET Institute for generous funding for the project."
102	Muralidharan, K., Singh, A., Ganimian, A.J.	90	74	"Specifically, we have excluded several impact evaluations of programs (mostly, within education) due to major design flaws (e.g., extremely small sample sizes, having no control group, or dropping attritors from the analysis). These flaws are widely documented in meta-analyses of this literature (see, for example, Murphy et al., 2001; Pearson et al., 2005; Waxman et al.,2003)," page 55.	Denigrating	Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India	22923	NBER Working Paper 22923; December 2016, received July 2017	"Finally, we thank J-PAL's Post-Primary Education initiative for funding this study."
	Muralidharan, K., Singh, A., Ganimian, A.J.			"Third, we focus on post-primary grades where evidence on effective ways of improving learning outcomes is both scarce and increasing in importance (Banerjee et al., 2013)," page 4.	Dismissive	Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India	22923	NBER Working Paper 22923; December 2016, received July 2017	"Finally, we thank J-PAL's Post-Primary Education initiative for funding this study."
103	Bando, R., Gallego, F., Gertler, P., Romero, D.	91	75	"First, to our knowledge, this is the only randomized evaluation to explore the effects of replacing textbooks with laptops in a real setting," page 4 out of 33.	1stness	Books or Laptops? The Cost-Effectiveness of Shifting from Printed to Digital Delivery of Educational Content	22928	NBER Working Paper 22928; December 2016	"Gallego also thanks Fondecyt (through Grant No. 1141111) for funding support."
104	Banerjee, et al.			N/A		From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application	22931	NBER Working Paper 22931; December 2016
105	Valletta, R.G.	92	76	"Despite the voluminous literature on returns to education, little attention has been paid to slower growth in the college wage premium and differences between these higher education groups (Lindley and Machin 2014 is an exception)," page 2 out of 45.	1stness	Recent Flattening in the Higher Education Wage Premium: Polarization, Skill Downgrading, or Both?	22935	NBER Working Paper 22935; December 2016
106	Lavy, V., Lotti, G., Yan, Z.	93	77	"Our study is the first to focus on long-term exposure to group parenting sessions and its impact on both mothers and their children and it contributes to the growing literature on early age interventions," page 4.	1stness	Empowering Mothers and Enhancing Early Childhood Investment: Effect on Adults Outcomes and Children Cognitive and Non-Cognitive Skills	22963	NBER Working Paper 22963; December 2016	"The first author acknowledges financial support from the European Research Council through ERC Advance Grant 323439 and from CAGE Warwick."
107	Cellini, S.R., Darolia, R., Turner, L.J.	94	78	"Previous research shows that restrictions on federal student aid at for-profit colleges led to enrollment declines within sanctioned institutions (Darolia 2013), but a key unanswered question for assessing the welfare implications of such restrictions is whether students in affected institutions enroll in other institutions or forgo college," page 2.	Dismissive	Where do Students go when For-Profit Colleges lose Federal Aid?	22967	NBER Working Paper 22967; December 2016	"This paper is based upon work supported by the Association for Institutional Research, the National Science Foundation, the National Center for Education Statistics, and the National Postsecondary Education Cooperative under Association for Institutional Research Grant Number RG14-5352."
108	John Bound, Breno Braga, Gaurav Khanna & Sarah Turner	95		no DRs found		Passage to America: University Funding and International Students	22981	DECEMBER 2016 - WORKING PAPER 22981	"We thank the Alfred P. Sloan Foundation for generous research support. Breno Braga gratefully acknowledges additional support from the Fleishman Fund at the Urban Institute."
	2020						Year 2020
1	Alesina, A., Hohmann, S., Michalopoulos, S., Papaioannou, E.	1	1	"We add to this research agenda by bringing in the foreground the role of religious identities, a less studied social cleavage that transcends ethnicity, and matters crucially for educational dynamics." page 4	Dismissive	Religion and Educational Mobility in Africa	26270	NBER Working Paper 26270; December 2020
	Alesina, A., Hohmann, S., Michalopoulos, S., Papaioannou, E.			"Our findings are also relevant to the studies exploring the impact of African post-independence educational reforms that have not studied in detail heterogeneity across religious lines (Majgaard and Mingat (2011) provide an overview)." page 4	Dismissive	Religion and Educational Mobility in Africa	26270	NBER Working Paper 26270; December 2020
2	Hadavand, et al.			N/A		Is scholarly referencing productive?	26614	JANUARY 2020 - WORKING PAPER 26614
3	Ortagus, J.C., Tanner, M.J., McFarlin, I. Jr.	2	2	"However, there is a lack of causal evidence on their effectiveness," abstract.	Dismissive	Can Re-Enrollment Campaigns Help Dropouts Return to College? Evidence from Florida Community Colleges	26649	NBER Working Paper 26649; January 2020	"This study is supported by a research grant from the Helios Education Foundation."
	Ortagus, J.C., Tanner, M.J., McFarlin, I. Jr.			"Although the number of re-enrollment campaigns in higher education has grown considerably in recent years, there is a lack of causal evidence on their effectiveness," page 1.	Dismissive	Can Re-Enrollment Campaigns Help Dropouts Return to College? Evidence from Florida Community Colleges	26649	NBER Working Paper 26649; January 2020	"This study is supported by a research grant from the Helios Education Foundation."
	Ortagus, J.C., Tanner, M.J., McFarlin, I. Jr.			"Despite the growing popularity of these targeted outreach programs (Schwartz, 2019), little is known regarding whether these targeted outreach programs are actually effective." page 3.	Dismissive	Can Re-Enrollment Campaigns Help Dropouts Return to College? Evidence from Florida Community Colleges	26649	NBER Working Paper 26649; January 2020	"This study is supported by a research grant from the Helios Education Foundation."
	Ortagus, J.C., Tanner, M.J., McFarlin, I. Jr.			"As such, our study provides the first causal evidence... " page 3.	1stness	Can Re-Enrollment Campaigns Help Dropouts Return to College? Evidence from Florida Community Colleges	26649	NBER Working Paper 26649; January 2020	"This study is supported by a research grant from the Helios Education Foundation."
4	Hu, Q., Levine, R., Lin, C., Tai, M.	3	3	"As we will explain, our work is novel in that we have (1) a panel-child dataset with information on the allocation of parent’s and children’s time and (2) an exogenous source of variation in credit conditions," page 2.	1stness	Finance and Children's Academic Performance	26678	NBER Working Paper 26678; January 2020
5	Blair, P.Q. & Deming, D.J.	4		no DRs found		Structural Increases in Skill Demand After the Great Recession	26680	NBER Working Paper 26680; January 2020
6	Cowan, B.W. & Tefft, N.	5	4	"Though a large prior literature attempts to isolate the causal effect of education on health via instrumental variables (IV), most studies use instruments that affect schooling behavior in childhood or adolescence," abstract.	Denigrating	College Access and Adult Health	26685	NBER Working Paper 26685; January 2020, revised October 2022	We are grateful to the Robert Wood Johnson Evidence for Action (E4A) program for financial support (grant #76082).
	Cowan, B.W. & Tefft, N.			"A fundamental issue is that although education and health measures are positively correlated in the data, this need not reflect a causal relationship from education to health. Papers on this topic try to overcome this problem by exploiting variation in schooling that is otherwise unrelated to health. There is less evidence on the private and social benefits of such policies," page 1.	Dismissive	College Access and Adult Health	26685	NBER Working Paper 26685; January 2020, revised October 2022	We are grateful to the Robert Wood Johnson Evidence for Action (E4A) program for financial support (grant #76082).
7	Barham, B.L., Foltz, J.D., Melo, A.P.	6	5	"We fill a knowledge gap regarding the prevalence, coincidence, intensity,importance and factors shaping faculty involvement in university-industry relations (UIR)," abstract.	1stness	Academic Engagement, Commercialization, and Scholarship: Empirical Evidence from Agricultural and Life Scientists at U.S. Land-Grant Universities	26688	NBER Working Paper 26688; January 2020	Thanks to Petra Moser and participants at the NBER Research and Innovation in Agriculture meeting for comments, Jordan Van Rijn and Josh Alfonso for data work, and USDA-AFRI and USDA-Hatch grants for funding.
	Barham, B.L., Foltz, J.D., Melo, A.P.			"They identify three major information gaps, which we address directly in this paper....relatively little research compares and contrasts it with the full set of possible ways for faculty to engage with industry, as we do here," page 4.	Dismissive	Academic Engagement, Commercialization, and Scholarship: Empirical Evidence from Agricultural and Life Scientists at U.S. Land-Grant Universities	26688	NBER Working Paper 26688; January 2020	Thanks to Petra Moser and participants at the NBER Research and Innovation in Agriculture meeting for comments, Jordan Van Rijn and Josh Alfonso for data work, and USDA-AFRI and USDA-Hatch grants for funding.
8	Wehby, et al.			N/A		Effects of minimum wage on child health	26691	JANUARY 2020 - WORKING PAPER 26691
9	Galor, et al.			N/A		Linguistic traits and human capital formation	26699	JANUARY 2020 - WORKING PAPER 26699
10	Levine, P.B.,& McKnight, R.	7	6	"Prior analyses have not addressed this issue... Prior analyses have relied on different definitions of school shootings, contributing to seemingly contradictory findings." page 2.	1stness, Denigrating	Not All School Shootings are the Same and the Differences Matter	26728	NBER Working Paper 26728; February 2020
11	Jaeger, et al.			N/A		The demand for interns	26729	FEBRUARY 2020 - WORKING PAPER 26729
12	Berry, et al.			N/A		Not playing favorites: An experiment on parental fairness preferences	26732	FEBRUARY 2020 - WORKING PAPER 26732
13	Hershbein, B., Kearney, M.S., Pardue, L.W.	8		no DRs found		College Attainment, Income Inequality, and Economic Security: A Simulation Exercise	26747	NBER Working Paper 26747; February 2020
14	Figlio, D.N., Hart, C.M.D,, Karbownik, K.	9	7	"The theoretical predictions assume an established program, so it is important to know what happens to traditional public schools as school choice programs expand and mature.  But these studies are generally limited to the very immediate short-run effects, when both the pros and cons of the choice program may be constrained due to the small number of initial participants." page 2-3	Denigrating	Effects of Scaling Up Private School Choice Programs on Public School Students	26758	NBER Working Paper 26758; February 2020	Figlio acknowledges support from National Science Foundation, National Institute of Child Health and Human Development, the Bill and Melinda Gates Foundation, and the Institute for Education Sciences (CALDER grant), and the Shelter Hill Foundation for assistance in building the dataset and/or conducting this research.
	Figlio, D.N., Hart, C.M.D,, Karbownik, K.			"To date, with the exception of an informative but single-market school-level analysis from Milwaukee (Chakrabarti, 2008), we do not know much about whether scaling up private school choice programs helps or harms public schools," page 3.	Dismissive	Effects of Scaling Up Private School Choice Programs on Public School Students	26758	NBER Working Paper 26758; February 2020	Figlio acknowledges support from National Science Foundation, National Institute of Child Health and Human Development, the Bill and Melinda Gates Foundation, and the Institute for Education Sciences (CALDER grant), and the Shelter Hill Foundation for assistance in building the dataset and/or conducting this research.
15	Jackson, C.K., Porter, S.C., Easton, J.Q., Blanchard, A., Kiguel, S.	10	8	"Finally, because most research on soft skills reflect correlations between measures of soft skills and long-run outcomes, evidence on the extent to which school-generated improvements on these self-reported skills causally improve subsequent outcomes is limited," page 2.	Dismissive	School Effects on Socio-Emotional Development, School-Based Arrests, and Educational Attainment	26759	NBER Working Paper 26759; February 2020	The authors acknowledge funding for this research from the Bill Melinda Gates Foundation.
16	Hanushek, E.A., Light, J.D., Peterson, P.E. Talpey, L.M., Woessmann, L.	11	9	"Surprisingly little, however, is known about the educational outcomes of disadvantaged students over the subsequent decades" page 1.	Dismissive	Long-Run Trends in the U.S. SES-Achievement Gap	26764	NBER Working Paper 26764; February 2020, revised August 2022	At least one co-author has disclosed additional relationships of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w26764.ack
17	Qian, et al.			N/A		Confirmatory bias in health decisions …	26772	FEBRUARY 2020 - WORKING PAPER 26772
18	Patnaik, et al.			N/A		The role of heterogeneous risk preferences …	26785	MARCH 2020 - WORKING PAPER 26785
19	Armour, P. & Zaber, M.A.	12	10	"However, less frequently discussed in the literature of SSDI or SSI application is the category of determination upon award," page 97.	Dismissive	Does Student Loan Forgiveness Drive Disability Application?	26787	NBER Working Paper 26787; February 2020	The research reported herein was performed pursuant to grant RDR18000003 from the US Social Security Administration (SSA) funded as part of the Retirement and Disability Research Consortium. Armour over the past three years has received funding in excess of $5,000 from the Social Security Administration’s Retirement and Disability Research Consortium, RAND’s Institute for Civil Justice, the National Institute of Occupational Safety and Health, the Department of Defense, the National Institute on Aging, AARP Public Policy Institute, the Consumer Financial Protection Bureau.
20	Black, S.E., Denning, J.T., Rothstein, J.	13	11	"However, these studies generally estimate (local) average effects and so do not answer the policy relevant question of which students benefit most from access, or how admissions can be designed so that scarce slots go to the students who will benefit the most"  page 1.	Denigrating	Winners and Losers? The Effect of Gaining and Losing Access to Selective Colleges on Education and Labor Market Outcomes	26821	NBER Working Paper 26821; March 2020	This work was partially supported by the Research Council of Norway through its Centres of Excellence Scheme, FAIR project No 262675.
21	Mansour, H., Rees, D.I., Rintala, B.M., Wozny, N.N.	14	12	"Much less, however, is known about the relationship between professor gender and longer-run post-graduation outcomes," page 1.	Dismissive	The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students	26822	NBER Working Paper 26822; March 2020
	Mansour, H., Rees, D.I., Rintala, B.M., Wozny, N.N.			"Only two, essentially descriptive, studies have examined the relationship between professor gender and post-graduation outcomes. These authors found no evidence that speciality choice was related to the fraction of full-time faculty who were female. By contrast, researchers have expended considerable effort exploring how..." page 3.	Dismissive, Denigrating	The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students	26822	NBER Working Paper 26822; March 2020
22	Kaestner, R., Schiman, C., Ward, J.M.	15	13	"There is little theoretical and empirical research on the effects of education on health over the life cycle," abstract.	Dismissive	Education and Health Over the Life Cycle	26836	NBER Working Paper 26836; March 2020	Cuiping Schiman was supported during this project by a NHLBI grant (R01-60036640) awarded to Dr. Norrina Allen.
	Kaestner, R., Schiman, C., Ward, J.M.			"it is generally accepted that education is a cause of health—more education leads to better health—this view is not universally accepted...This is an important gap in the literature because there are theoretical reasons to expect the relationship between education," page 1.	Dismissive	Education and Health Over the Life Cycle	26836	NBER Working Paper 26836; March 2020	Cuiping Schiman was supported during this project by a NHLBI grant (R01-60036640) awarded to Dr. Norrina Allen.
23	Blair, et al.			N/A		Searching for STARs: Work experience as a job market signal for workers without bachelor's degress	26844	MARCH 2020 - WORKING PAPER 26844
24	Fu, C., Grau, N., Rivera, J.	16	14	no DRs found		Wandering Astray: Teenagers' Choices of Schooling and Crime	26858	NBER Working Paper 26858; March 2020	Nicolás Grau thanks the Centre for Social Conflict and Cohesion Studies (CONICYT/FONDAP/15130009) for financial support.
25	Kunst, et al.			N/A		Occupational skill premia around the world: New data, patterns and drivers	26863	MARCH 2020 - WORKING PAPER 26863
26	Garcia, J.L. & Heckman, J.J.	17	15	"A substantial body of evidence documents that high-quality early childhood education boosts the skills of disadvantaged children...The few studies that analyze long-term outcomes primarily focus on labor market and criminal outcomes. This paper examines the life.." page 2.	Dismissive	Early Childhood Education and Life-Cycle Health	26880	NBER Working Paper 26880; March 2020	This research was supported in part by: NIH grants NICHD R37HD065072 and NICHD R01HD054702; and the American Bar Foundation.
27	Azoulay, et al.			N/A		Scientific grant funding	26889	MARCH 2020 - WORKING PAPER 26889
28	Azoulay, et al.			N/A		The rise of for profit experimental medicine	26892	MARCH 2020 - WORKING PAPER 26892
29	Azoulay, et al.			N/A		Self-citation, cumulative advantage, and gender inequality in science	26893	MARCH 2020 - WORKING PAPER 26893
30	Levine, P.B., Ma, J., Russell, L.C.	18	16	"Neither of these papers, though, focuses on sticker shock; they do not distinguish students by income or institutions by meet-full-need status, which is the focus of our analysis," page 5.	Denigrating	Do College Applicants Respond to Changes in Sticker Prices Even When They Don't Matter	26910	NBER Working Paper 26910; March 2020
31	Harris			N/A		The Coronavirus epidemic curve is already flattening in NYC	26917	APRIL 2020 - WORKING PAPER 26917
32	Chiappori, et al			N/A		Changes in assortative matching and inequality in income: Evidence for the UK	26933	APRIL 2020 - WORKING PAPER 26933
33	Yue MaRobert W. Fairlie, Prashant Loyalka, Scott Rozelle	19	17	"findings from our experiment provide novel evidence on whether the isolated technology component of CAL improves academic outcomes. To our knowledge, only one previous study addresses this question" p.5	1stness	Isolating the "tech" from edtech: Experimental evidence on computer assisted learning in China	26953	APRIL 2020 - WORKING PAPER 26953	"We would like to thank students at the Center for Experimental Economics in Education (CEEE) at Shaanxi Normal University for exceptional project support as well as Dell Global Giving and the TELOS Initiative at the GSE at Stanford for financing the project."
	Yue MaRobert W. Fairlie, Prashant Loyalka, Scott Rozelle			"It is the first experiment to use a second comparison group to remove additional inputs such as more time learning, instructional support from teachers and aides in the sessions, more attention to students, and crowd out of homework time.	1stness	Isolating the "tech" from edtech: Experimental evidence on computer assisted learning in China	26953	APRIL 2020 - WORKING PAPER 26953	"We would like to thank students at the Center for Experimental Economics in Education (CEEE) at Shaanxi Normal University for exceptional project support as well as Dell Global Giving and the TELOS Initiative at the GSE at Stanford for financing the project."
34	Altonji, J.G. & Zhong, L.	20	18	"To the best of our knowledge we are the first to provide treatment on the treated estimate," page 4.	1stness	The Labor Market Returns to Advanced Degrees	26959	NBER Working Paper 26959; April 2020	"This research uses restricted-use data under a license with the National Center for Science and Engineering Statistics, National Science Foundation."
35	Bayer, A., Bruich, G., Chetty, R., Housiaux, A.	21		no DRs found		Expanding and Diversifying the Pool of Undergraduates who study Economics: Insights from a New Introductory Course at Harvard	26961	NBER Working Paper 26961; April 2020	"This research was funded by the Bill & Melinda Gates Foundation, Chan-Zuckerberg Initiative, and Harvard University."
36	Bettinger, E., Fairlie, R.W., Kapuza, A., Kardanova, E., Loyalka, P., Zakharov, A.	22	19	"It does not provide information relevant to important questions regarding input substitutability. In fact, surprisingly, there is little evidence in the previous literature on the substitutability of any input in the educational production function," page 3-4 out of 41.	Denigrating, Dismissive	Diminshing Marginal Returns to Computer-Assisted Learning	26967	NBER Working Paper 26967; April 2020, revised October 2022	"The article was prepared within the framework of the HSE University Basic Research Program and funded by the Russian Academic Excellence Project '5-100'."
	Bettinger, E., Fairlie, R.W., Kapuza, A., Kardanova, E., Loyalka, P., Zakharov, A.			"This study is the first to discern how the effects of CAL change," page 4 out of 41	1stness	Diminshing Marginal Returns to Computer-Assisted Learning	26967	NBER Working Paper 26967; April 2020, revised October 2022	"The article was prepared within the framework of the HSE University Basic Research Program and funded by the Russian Academic Excellence Project '5-100'."
37	Peter Arcidiacono, Josh Kinsler, Tyler Ransom	23		no DRs found		Asian American Discrimination in Harvard Admissions	27068	APRIL 2020 - WORKING PAPER 27068
38	Harris			N/A		The subways seeded the massive coronavirus epidemic in NYC	27021	APRIL 2020 - WORKING PAPER 27021
39	Griffin, et al.			N/A		Variation in performance of commonly used statistical methods ….	27029	APRIL 2020 - WORKING PAPER 27029
40	Grossman, G.M., Helpman, E., Oberfield, E., Sampson, T.	24		no DRs found		Endogenous Education and Long-Run Factor Shares	27031	NBER Working Paper 27031; April 2020
41	Fitzpatrick, M.D., Benson, C., Bondurant, S.R.	25		no DRs found		Beyond Reading, Writing, and Arithmetic: The Role of Teachers and Schools in Reporting Child Maltreatment	27033	NBER Working Paper 27033; April 2020
42	Agostinelli, et al.	26		no DRs found		It takes a village: The economics of parenting with neighborhood and peer effects	27050	APRIL 2020 - WORKING PAPER 27050	"Financial support from the SNSF (grant 100018-165616) and NSF (grant SES-1949228) during the preparation and execution of the project are gratefully acknowledged."
43	Kaiser, T., Lusardi, A., Menkhoff, L., Urban, C.J.	27		no DRs found		Financial Education Affects Financial Knowledge and Downstream Behaviors	27057	NBER Working Paper 27057; April 2020	"Financial support by DFG through CRC TRR 190 is gratefully acknowledged."
44	Peter Arcidiacono, Josh Kinsler, Tyler Ransom	28		no DRs found		Asian American Discrimination in Harvard Admissions	27068	NBER Working Paper 27068; April 2020
45	Samuel Bazzi, Masyhur Hilmy, Benjamin Marx	29	20	"Recent work has examined the link between schooling reforms and ideology (Alesina et al., 2021; Cantoni et al., 2017) but has not explored the competitive response to state expansion in education markets, nor its potential to trigger a cultural backlash (Carvalho et al., 2022; Fouka, 2020; Squicciarini, 2020). In this paper, we... " p.1	Dismissive, Denigrating	Religion, education, and the state	27073	MAY 2020 - WORKING PAPER 27073	"Bazzi acknowledges support from the National Science Foundation (SES-1942375). Hilmy acknowledges support from the Manuel Abdala Gift Fund and the Institute for Economic Development at Boston University. Marx acknowledges support from the Sciences Po Scientific Advisory Board (SAB)."
	Samuel Bazzi, Masyhur Hilmy, Benjamin Marx			"Prior work on SD INPRES has not explored market dynamics or the program’s nation-building con sequences." p.4	Dismissive, Denigrating	Religion, education, and the state	27073	MAY 2020 - WORKING PAPER 27073	"Bazzi acknowledges support from the National Science Foundation (SES-1942375). Hilmy acknowledges support from the Manuel Abdala Gift Fund and the Institute for Economic Development at Boston University. Marx acknowledges support from the Sciences Po Scientific Advisory Board (SAB)."
	Samuel Bazzi, Masyhur Hilmy, Benjamin Marx			"As such, our paper is among the first to link educational expansion to greater piety, at the expense of secularization objectives." p.4	1stness	Religion, education, and the state	27073	MAY 2020 - WORKING PAPER 27073	"Bazzi acknowledges support from the National Science Foundation (SES-1942375). Hilmy acknowledges support from the Manuel Abdala Gift Fund and the Institute for Economic Development at Boston University. Marx acknowledges support from the Sciences Po Scientific Advisory Board (SAB)."
46	DeCicca, P. & Krashinsky, H.	30	21	"An implicit assumption is that more time in school may translate into greater earnings potential. None of these studies, however, explicitly consider the quality of schooling to which impacted students are exposed," abstract.	Denigrating	Do Differences in School Quality Generate Heterogenity in the Causal Returns to Education?	27089	NBER Working Paper 27089; May 2020	Krashinsky acknowledges funding from the Social Sciences and Humanities Research Council.
47	Clemens, J., Kahn, L.B., Meer, J.	31		no DRs found		Dropouts Need Not Apply? The Minimum Wage and Skill Upgrading	27090	NBER Working Paper 27090; May 2020
48	Gilraine, M., Gu, J., McMillan, R.	32		no DRs found		A New Method for Estimating Teacher Value-Added	27094	NBER Working Paper 27094; May 2020	Financial support from SSHRC and the University of Toronto Mississauga is gratefully acknowledged.
49	Clay, et al.			N/A		The impact of an environmental shock on black-white inequality: Evidence from the Boll Weevil	27101	MAY 2020 - WORKING PAPER 27101
50	Huang, Z., Philips, G.M., Yang, J., Zhang, Y.	33		no DRs found		Education and Innovation: The Long Shadow of the Cultural Revolution	27107	NBER Working Paper 27107; May 2020
51	Deven E. Carlson, Alex Schmidt, Sarah Souders, Barbara L. Wolfe	34	22	" … effects—but there has been less work examining how need-based financial aid affects students’ labor market outcomes, particularly in their post-college years." p.3	Dismissive	The effects of need-based financial aid on employment and earnings: Experimental evidence from the fund for Wisconsin scholars	27125	MAY 2020 - WORKING PAPER 27125	"We thank FFWS for funding the cleaning and merging of data elements"
	Deven E. Carlson, Alex Schmidt, Sarah Souders, Barbara L. Wolfe			"Despite the prevalence of state-administered need-based aid programs, there have been relatively few rigorous evaluations of their effects" p.6	Dismissive, Denigrating	The effects of need-based financial aid on employment and earnings: Experimental evidence from the fund for Wisconsin scholars	27125	MAY 2020 - WORKING PAPER 27125	"We thank FFWS for funding the cleaning and merging of data elements"
52	Cawley, et al.			N/A		Does information disclosure improve consumer knowledge? Evidence from a randomized experiment of restaurant menu calorie labels	27126	MAY 2020 - WORKING PAPER 27126
53	Rojas, F.L., Jiang, X., Montenovo, L., Simon, K.I., Weinberg, B.A., Wing, C.	35		no DRs found		Is the Cure Worse Than the Problem Itself? Immediate Labor Market Effects of Covid-19 Case Rates and School Closures in the U.S.	27127	NBER Working Paper 27127; May 2020	Bruce Weinberg gratefully acknowledges support from UL1 TR002733.
54	Cestau, D., Epple, D., Romano, R., Sieg, H., Wojtaszek, C.	36	23	"Less attention has been given to understanding the long lull in the convergence, and research has struggled to determine why it occurred," page 10.	Dismissive	College Achievement and Attainment Gaps: Evidence from West Point Cadets	27162	NBER Working Paper 27162; May 2020	Financial support for this project was provided by the NSF grant SES-1658746.
55	Harris			N/A		Reopening under COVOD-19: What to watch for	27166	MAY 2020 - WORKING PAPER 27166
56	Xie, et al.			N/A		The contribution of Chinese diaspora researchers to global science and China's catching up in scientific research	27169	MAY 2020 - WORKING PAPER 27169
57	Fraumeni, et al.			N/A		The accumulation of human and market capital in the United States: The long view, 1948-2013	27170	MAY 2020 - WORKING PAPER 27170
58	Smith, J., Goodman, J., Hurwitz, M.	37	24	"We provide the first estimated economic impacts of students’ access to an entire sector of public higher education in the U.S," abstract.	1stness	The Economic Impact of Access to Public Four-Year Colleges	27177	NBER Working Paper 27177; May 2020	"This research was supported by Arnold Ventures and a pre-analysis plan was registered on the Open Science Framework (https://osf.io/) on 10/15/2019."
	Smith, J., Goodman, J., Hurwitz, M.			"Descriptive evidence from Chetty et al. (2017) identify such colleges as catalysts for economic mobility but we have relatively little causal evidence on whether access to this sector improves students’ economic trajectories," page 2.	Dismissive	The Economic Impact of Access to Public Four-Year Colleges	27177	NBER Working Paper 27177; May 2020	"This research was supported by Arnold Ventures and a pre-analysis plan was registered on the Open Science Framework (https://osf.io/) on 10/15/2019."
59	David Autor, David N. Figlio, Krzysztof Karbownik, Jeffrey Roth, Melanie Wasserman	38	25	"Our paper contributes to a growing literature examining the effect of childhood environment on the gender gap in educational outcomes." p.3	Dismissive	Males at the tails: How socioeconomic status shapes the gender gap	27196	MAY 2020 - WORKING PAPER 27196	"Autor acknowledges support from the Russell Sage Foundation (Grant #85-12-07). Figlio and Roth acknowledge support from the National Science Foundation and the Institute for Education Sciences (CALDER grant), and Figlio acknowledges support from the National Institute of Child Health and Human Development and the Bill and Melinda Gates Foundation. Wasserman acknowledges support from the National Institute on Aging, Grant #T32-AG000186"
60	Bergman, et al.			N/A		Housing search frictions: Evidence from detailed search data and a field experiment	27209	MAY 2020 - WORKING PAPER 27209
61	Oskorouchi, H.R., Sousa-Poza, A., Bloom, D.E.	39	26	"Yet aside from the already cited studies, we know of no studies that assess the longer-lasting effects of vaccines, particularly those on nonhealth outcomes like cognitive ability and educational achievement." page 4.	Dismissive	The Long-Term Cognitive and Schooling Effects of Childhood Vaccinations in China	27217	NBER Working Paper 27217; May 2020	"Research reported in this working paper was supported by the National Institute on Aging of the National Institutes of Health (Award Number P30AG024409) and also by the Value of Vaccination Research Network (VoVRN), which is funded by a grant from the Bill & Melinda Gates Foundation (Grant OPP1158136)."
	Oskorouchi, H.R., Sousa-Poza, A., Bloom, D.E.			"Although this lack of empirical evidence on vaccination’s long-term effects is no doubt related to the methodological challenges of identifying causal relations between childhood vaccines and later life outcomes, the randomized trials that should ideally be used to assess such effects are often very difficult to implement, especially many years after the original exposure (Barnighausen et al. 2014)," page 4.	Dismissive	The Long-Term Cognitive and Schooling Effects of Childhood Vaccinations in China	27217	NBER Working Paper 27217; May 2020	"Research reported in this working paper was supported by the National Institute on Aging of the National Institutes of Health (Award Number P30AG024409) and also by the Value of Vaccination Research Network (VoVRN), which is funded by a grant from the Bill & Melinda Gates Foundation (Grant OPP1158136)."
62	Natalie Bau, Martin Rotemberg, Manisha Shah, Bryce Steinberg	40	27	"Our findings are in line with the growing literature that emphasizes the importance of opportunity cost as a driver of human capital investment" p.2	Dismissive	Human capital investment in the prescence of child labor	27241	MAY 2020 - WORKING PAPER 27241	"Bau, Shah, and Steinberg gratefully acknowledge funding from NSF grants #1658852 and #2049936."
	Natalie Bau, Martin Rotemberg, Manisha Shah, Bryce Steinberg			Second, we contribute to a growing literature on the medium and long-run effects of early life shocks" p.4	Dismissive	Human capital investment in the prescence of child labor	27241	MAY 2020 - WORKING PAPER 27241	"Bau, Shah, and Steinberg gratefully acknowledge funding from NSF grants #1658852 and #2049936."
	Natalie Bau, Martin Rotemberg, Manisha Shah, Bryce Steinberg			"we contribute to the relatively new literature showing that childhood location has significant and long-lasting effects on adult outcomes" p.5	Dismissive	Human capital investment in the prescence of child labor	27241	MAY 2020 - WORKING PAPER 27241	"Bau, Shah, and Steinberg gratefully acknowledge funding from NSF grants #1658852 and #2049936."
63	Chernoff, et al.			N/A		COVID-19 and implications for automation	27249
64	Card, D., & Solis, A.	41	28	"A growing body of research assesses the impact of grants; less is known about how loan programs affect persistence and degree completion." Abstract	Dismissive	Measuring the Effect of Student Loans on College Persistence	27269	NBER Working Paper 27269; May 2020
				"A growing body of work focuses on the eects of nancial aid programs on persistence and degree attainment, exploiting discontinuities or changes in eligibility rules to identify the impacts of grant-based aid. Much less is known about loan programs, even though loans are now the dominant source of college nancing in the U.S. (Dynarski (2015))." p.1	Dismissive	Measuring the Effect of Student Loans on College Persistence	27269	NBER Working Paper 27269; May 2020
65	Alon, et al.			N/A		How should policy responses to the COVID-19 pandemic differ in the developing world?	27273	JUNE 2020 - WORKING PAPER 27273
66	Weimers, et al.			N/A		Disparities in vulnerability to severe complications from COVID-19 in the United States	27294	JUNE 2020 - WORKING PAPER 27294
67	Duflo, A., Kiessel, J., Lucas, A.	42	29	"The issue of students not learning while in school has been highlighted as a primary concern in many countries, yet limited evidence exists on how to improve learning at scale within existing government systems," page 5-6.	Dismissive	Experimental Evidence on Alternative Policies to Increase Learning at Scale	27298	NBER Working Paper 27298; June 2020, revised May 2022	We gratefully acknowledge generous funding for the evaluation from the International Growth Centre, the Hewlett Foundation, and the Children's Investment Fund Foundation.
68	Billings, S.B., Chyn, E., Haggag, K.	43	30	"there are relatively few studies that provide empirical evidence of a causal relationship," page 4.	Dismissive	The Long-Run Effects on School Racial Diversity on Political Identity	27302	NBER Working Paper 27302; June 2020
	Billings, S.B., Chyn, E., Haggag, K.			"To the best of our knowledge, we are the first to provide credible estimates of the impact of school segregation on political preferences," page 4-5	1stness	The Long-Run Effects on School Racial Diversity on Political Identity	27302	NBER Working Paper 27302; June 2020
69	Cowan, B.W. & Hao, Z.	44	31	"An open question is how healthcare access affects diagnosis of mental illness and treatments such as prescription psychotropic medication use,"abstract.	Dismissive	Medicaid Expansion and the Mental Health of College Students	27306	NBER Working Paper 27306; June 2020
70	Carrell, S.E. & Kurlaender, M.	45	32	"Despite a growing body of literature that instructors “matter” in higher education, there is virtually no evidence about how their actions influence student outcomes," abstract.	Dismissive	My professor cares: Experimental evidence on the role of faculty engagement	27312	NBER Working Paper 27312; June 2020	This project was funded through a grant from the College Futures Foundation: https://collegefutures.org.
	Carrell, S.E. & Kurlaender, M.			"The research base is decidedly thin on how to keep students in college, and on improving college success and degree completion," page 2.	Dismissive	My professor cares: Experimental evidence on the role of faculty engagement	27312	NBER Working Paper 27312; June 2020	This project was funded through a grant from the College Futures Foundation: https://collegefutures.org.
	Carrell, S.E. & Kurlaender, M.			"However, the literature, as a whole, leaves the question about how faculty could improve their effectiveness unanswered," page 2-3.	Dismissive	My professor cares: Experimental evidence on the role of faculty engagement	27312	NBER Working Paper 27312; June 2020	This project was funded through a grant from the College Futures Foundation: https://collegefutures.org.
71	Doepke, M. & Gaetani, R.	46		no DRs found		Why Didn't the College Premium Rise Everywhere? Employment Protection and On-the-Job Investment in Skills	27331	NBER Working Paper 27331; June 2020	We gratefully acknowledge financial support from the National Science Foundation (grant SES-1260961).
72	Cawley, J., Han, E., Kim, J., Norton, E.C.	47		no DRs found		Sibling Correlation in Educational Attainment: A Test of Genetic Nurture	27336	NBER Working Paper 27336; June 2020	At least one co-author has disclosed a financial relationship of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w27336.ack
73	Adriana Lleras-Muney, Matthew Miller, Shuyang Sheng, Veronica T. Sovero	48	33	"We implement a novel procedure to obtain bounds on the causal returns to friendships:" Abstract	1stness	Party on: The labor market returns to social networks in adolescence	27337	JUNE 2020 - WORKING PAPER 27337	"This project was supported by the California Center for Population Research at UCLA (CCPR), which receives core support (P2CHD041022) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)."
	Adriana Lleras-Muney, Matthew Miller, Shuyang Sheng, Veronica T. Sovero			"However, there is little evidence on whether the number of one’s friends (not just the types they are exposed to) causally affect labor market outcomes." p.2	Dismissive	Party on: The labor market returns to social networks in adolescence	27337	JUNE 2020 - WORKING PAPER 27337	"This project was supported by the California Center for Population Research at UCLA (CCPR), which receives core support (P2CHD041022) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)."
	Adriana Lleras-Muney, Matthew Miller, Shuyang Sheng, Veronica T. Sovero			"We propose a novel approach to estimating the returns to friendships that does not require instruments for education" p.3	1stness	Party on: The labor market returns to social networks in adolescence	27337	JUNE 2020 - WORKING PAPER 27337	"This project was supported by the California Center for Population Research at UCLA (CCPR), which receives core support (P2CHD041022) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)."
	Adriana Lleras-Muney, Matthew Miller, Shuyang Sheng, Veronica T. Sovero			"There are no papers we are aware of that estimate the causal returns to the number of friendships on labor market outcomes" p.4	1stness	Party on: The labor market returns to social networks in adolescence	27337	JUNE 2020 - WORKING PAPER 27337	"This project was supported by the California Center for Population Research at UCLA (CCPR), which receives core support (P2CHD041022) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)."
	Adriana Lleras-Muney, Matthew Miller, Shuyang Sheng, Veronica T. Sovero			"To our knowledge, this is the first paper that proposes a partial identification approach to avoiding instrumenting for a secondary endogenous regressor" p.5	1stness	Party on: The labor market returns to social networks in adolescence	27337	JUNE 2020 - WORKING PAPER 27337	"This project was supported by the California Center for Population Research at UCLA (CCPR), which receives core support (P2CHD041022) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)."
	Adriana Lleras-Muney, Matthew Miller, Shuyang Sheng, Veronica T. Sovero			"Indeed an emerging literature shows that interventions targeting non-cognitive skills among young adults can have large returns (Katz et al., 2022, Heller et al., 2017)." p.19	Dismissive	Party on: The labor market returns to social networks in adolescence	27337	JUNE 2020 - WORKING PAPER 27337	"This project was supported by the California Center for Population Research at UCLA (CCPR), which receives core support (P2CHD041022) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)."
	Adriana Lleras-Muney, Matthew Miller, Shuyang Sheng, Veronica T. Sovero			"we don’t know much about which environments best foster friendships while maintaining academic performance" p.19	Dismissive	Party on: The labor market returns to social networks in adolescence	27337	JUNE 2020 - WORKING PAPER 27337	"This project was supported by the California Center for Population Research at UCLA (CCPR), which receives core support (P2CHD041022) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)."
74	Rebucci, et al.			N/A		An event study of COVID-19 central bank quantitative easing in advanced and emerging economies	27339	JUNE 2020 - WORKING PAPER 27339
75	Chatterjee, C., Hanushek, E.A., Mahendiran, S.	49	34	"Importantly, however, even with increased research and government interest in the area, there are limited and sketchy data and a lack of generalizable research on even the most fundamental aspects of shadow education such as extent, subject focus, cost, or outcomes," page 3.	Dismissive, Denigrating	Can Greater Access to Education be Inequitable? New Evidence from India's Right to Education Act	27377	NBER Working Paper 27377; June 2020, revised December 2020
	Chatterjee, C., Hanushek, E.A., Mahendiran, S.			"Our analysis builds on an original, newly-constructed database of educational start-ups," page 4.	1stness	Can Greater Access to Education be Inequitable? New Evidence from India's Right to Education Act	27377	NBER Working Paper 27377; June 2020, revised December 2020
76	Tang, et al.			N/A		Within-job wage inequality: Performance pay and job relatedness	27390	JUNE 2020 - WORKING PAPER 27390
77	Aucejo, E.M., French, J.F., Araya, M.P.U., Zafar, B.	50	35	"To our knowledge, this is the first paper to shed light on the effects of COVID-19 on college students’ experiences."  page 4.	1stness	The Impact of Covid-19 on Student Experiences and Expectations: Evidence from a Survey	27392	NBER Working Paper 27392; June 2020
78	Denning, J.T., Murphy, R., Weinhardt	51	36	"We make two contributions to this literature. The first is conceptual—we discuss identification of rank effects and threats to identification in ways that have not been discussed to date," page 5.	1stness	Class Rank and Long-Run Outcomes	27468	NBER Working Paper 27468; July 2020, revised April 2021	Felix Weinhardt gratefully acknowledges financial support by the German Science Foundation through CRC TRR 190 (Project number 280092119).
79	Nickow, A., Oreopoulos, P., Quan, V.	52	37	"Our study represents the first systematic review and meta-analysis of these and earlier studies," abstract.	1stness	The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence	27476	NBER Working Paper 27476; July 2020
	Nickow, A., Oreopoulos, P., Quan, V.			"Ours is the first meta-analysis of experimental findings to approach and encompass tutoring interventions as an integrated field of theory and practice," page 2.	1stness	The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence	27476	NBER Working Paper 27476; July 2020
80	Hanushek, E.A., Kinne, L., Lergetporer, P., Woessmann, L.	53	38	"Yet the underlying reasons for national differences in performance are not well understood." page 1.	Dismissive	Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking	27484	NBER Working Paper 27484; July 2020	"The contribution by Woessmann is part of German Science Foundation project CRC TRR" 190.
	Hanushek, E.A., Kinne, L., Lergetporer, P., Woessmann, L.			"One often discussed but seldom analyzed factor is cultural differences." page 1.	Dismissive	Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking	27484	NBER Working Paper 27484; July 2020	"The contribution by Woessmann is part of German Science Foundation project CRC TRR" 190.
	Hanushek, E.A., Kinne, L., Lergetporer, P., Woessmann, L.			"Yet, the deeper structural determinants of international differences in societal choices of schooling inputs and in the productivity with which they are converted into educational outcomes remains poorly understood," page 1.	Dismissive	Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking	27484	NBER Working Paper 27484; July 2020	"The contribution by Woessmann is part of German Science Foundation project CRC TRR" 190.
81	Leive, et al.			N/A		Has mortality risen disproportionately for the least educated?	27512	JULY 2020 - WORKING PAPER 27512
82	Eric V. Edmonds, Benjamin Feigenberg, Jessica Leight	54	39	"First, it adds to the nascent literature on the feasibility of teaching life skills in poor country settings." p.3	Dismissive	Advancing the agency of adolescent girls	27513	JULY 2020 - WORKING PAPER 27513	"Funding is provided by the United States Department of Labor under cooperative agreement number IL-26700-14-75-K-25 to Williams College / American University.... 100 percent of the total costs of the project or program is financed with Federal funds, for a total of $1,304,957 dollars."
	Eric V. Edmonds, Benjamin Feigenberg, Jessica Leight			"Second, it contributes to the growing literature on the importance of non-cognitive skills." p.3	Dismissive	Advancing the agency of adolescent girls	27513	JULY 2020 - WORKING PAPER 27513	"Funding is provided by the United States Department of Labor under cooperative agreement number IL-26700-14-75-K-25 to Williams College / American University.... 100 percent of the total costs of the project or program is financed with Federal funds, for a total of $1,304,957 dollars."
83	Lleras-Muney, A., Price, J., Yue, D.	55	40	"Educational attainment is better measured in these surveys, but these datasets are typically limited by sample sizes, and can only track mortality within a short period. Because we track the age at death in family trees, we observe deaths occuring from 1940 until today," page 4.	Denigrating, 1stness	The Association Between Educational Attainment and Longevity Using Individual Level Data From the 1940 Census	27514	NBER Working Paper 27514; July 2020	This project was supported by the California Center for Population Research at UCLA (CCPR), which receives core support(P2C-HD041022) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD).
84	Gupta, et al.			N/A		Competitive effects of federal and state opioid restrictions: Evidence from the controlled substance laws	27520	AUGUST 2020 - WORKING PAPER 27520
85	Dahl, G., Rooth, D., Stenberg, A.	56	41	"Our paper contributes to this nascent literature by providing the first causal estimates of the returns to academic majors in high school," page 4.	1stness	High School Majors, Comparative (Dis)Advantage, and Future Earnings	27524	NBER Working Paper 27524; July 2020, revised June 2021	The project received generous financial support from the Institute for Social Research at Stockholm University.
86	Graham, B.S., Ridder, G., Thiemann, P.M., Zamarro, G.	57		no DRs found		Teacher-To-Classroom Assignment and Student Achievement	27543	NBER Working Paper 27543; July 2020	Financial support for Graham was provided by the National Science Foundation (SES #1357499, SES #1851647).
87	Barrera-Osorio, et al.			N/A		Hard and soft skills in vocational training: experimental evidence from Colombia	27548	JULY 2020 - WORKING PAPER 27548
88	Gordon, N.E. & Reber, S.J	58	42	no DRs found		Federal Aid to School Districts During the Covid-19 Recession	27550	NBER Working Paper 27550; July 2020
89	Bacher-Hicks, A., Goodman, J., Mulhern, C.	59	43	"We complement this evidence with the first nationally representative revealed preference measure of such engagement, based on households’ actual behavior rather than self reports," page 3.	1stness	Inequality in Household Adaption to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time	27555	NBER Working Paper 27555; July 2020, revised November 2020
90	Bruhn, J.M., Imberman, S.A., Winters, M.A.	60	44	"There is considerably less work on the overlap in the literature that looks at teacher mobility and teacher quality in charter schools and how charter schools impact the teacher labor market," page 3	Dismissive	Regulatory Arbitrage in Teacher Hiring and Retention: Evidence from Massachusetts Charter Schools	27607	NBER Working Paper 27607; July 2020	Finally, we would like to acknowledge the Smith Richardson Foundation for providing the funding that made this research possible.
91	Dahl, G., Rooth, D., Stenberg, A.	61	45	"We are the first to causally estimate parent-to-child spillovers in the choice of major, finding large intergenerational effects which show up decades later," page 6.	1stness	Intergenerational and Sibling Spillovers in High School Majors	27618	NBER Working Paper 27618; July 2020, revised January 2023	The project received generous financial support from the Institute for Social Research at Stockholm University.
92	Fang, H., Liu, C., Zhou, L.	62	46	"To the best of our knowledge, we are among the first empirical attempts to systematically study the window dressing phenomenon in the public sector." page 5.	1stness	Window Dressing in the Public Sector: A Case Study of China's Compulsory Education Promotion Program	27628	NBER Working Paper 27628; July 2020
93	Patnaik, A., Wiswall, M.J. Zafar, B.	63	47	"Although a large literature has looked at how the level of earnings is related to college major choice, less is known about its relationship to the uncertainty in earnings," page 14;	Dismissive	College Majors	27645	NBER Working Paper 27645; August 2020
94	Black, S.E., Denning, J.T., Dettling, L.J., Goodman, S., Turner, L.J.	64	48	"Growing reliance on student loans and repayment difficulties have raised concerns of a student debt crisis in the United States, but little is known about the effects of student borrowing on human capital and long run financial well being." abstract	Dismissive	Taking it to the Limit: Effects of Increased Student Loan Availability on Attainment, Earnings, and Financial Well-Being	27658	NBER Working Paper 27658; August 2020, revised February 2023
95	Guryan, J., Christenson, S., Cureton, A., Lai, I., Ludwig, J., Schwartz, C., Shirley, E., Turner, M.C.	65	49	"Unfortunately, very little is currently known about modifiable risk and protective factors that contribute to truancy, much less about the most effective possible remedies." p.2	Dismissive	The Effect of Mentoring on School Attendance and Academic Outcomes: A Randomized Evaluation of the Check & Connect Program	27661	NBER Working Paper 27661; August 2020	The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305A120809 to Northwestern University, by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) of the National Institutes of Health, through grant 5R01HD067500, and by the William T. Grant Foundation.
	Guryan, J., Christenson, S., Cureton, A., Lai, I., Ludwig, J., Schwartz, C., Shirley, E., Turner, M.C.			"While school districts have developed a wide range of policies and administrative systems to enforce truancy laws since schooling became compulsory in the late 19th century, few if any of these efforts have ever been subject to rigorous evaluation. Almost all of this research is observational ..." pp.2-3	Denigrating	The Effect of Mentoring on School Attendance and Academic Outcomes: A Randomized Evaluation of the Check & Connect Program	27661	NBER Working Paper 27661; August 2020	The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305A120809 to Northwestern University, by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) of the National Institutes of Health, through grant 5R01HD067500, and by the William T. Grant Foundation.
	Guryan, J., Christenson, S., Cureton, A., Lai, I., Ludwig, J., Schwartz, C., Shirley, E., Turner, M.C.			"Perhaps partly in response to the field’s limited understanding about the value of truancy prevention …" p.3	Denigrating	The Effect of Mentoring on School Attendance and Academic Outcomes: A Randomized Evaluation of the Check & Connect Program	27661	NBER Working Paper 27661; August 2020	The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305A120809 to Northwestern University, by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) of the National Institutes of Health, through grant 5R01HD067500, and by the William T. Grant Foundation.
96	Caetano, G.S. & Macartney, H.	66	50	"We develop a novel strategy to identify the relative importance of school and neighborhood factors in determining school segregation" Abstract	1stness	What Determines School Segregation? The Crucial Role of Neighborhood Factors	27688	NBER Working Paper 27688; August 2020
97	Minaya, V., Moore, B., Scott-Clayton, J.	67	51	"Using employer-employee-student matched administrative data from Ohio, we provide the first direct evidence of workers' enrollment responses following mass layoffs in the United States." Abstract	1stness	The Effect of Job Displacement on College Enrollment: Evidence from Ohio	27694	NBER Working Paper 27694; August 2020, revised September 2020
	Minaya, V., Moore, B., Scott-Clayton, J.			"Surprisingly, very few studies have attempted to directly estimate the causal effect of job displacement on postsecondary enrollment among those who were actually displaced." page 2	Dismissive	The Effect of Job Displacement on College Enrollment: Evidence from Ohio	27694	NBER Working Paper 27694; August 2020, revised September 2020
	Minaya, V., Moore, B., Scott-Clayton, J.			"While prior literature has established that community college enrollment rises when the labor market is weak (Barrow and Davis, 2012; Hillman and Orians, 2013; Foote and Grosz, 2019), this is not necessarily informative regarding the effects on displaced workers themselves." p.2	Denigrating	The Effect of Job Displacement on College Enrollment: Evidence from Ohio	27694	NBER Working Paper 27694; August 2020, revised September 2020
	Minaya, V., Moore, B., Scott-Clayton, J.			"Our paper provides the first direct evidence using micro-level data of the effect of job displacement on college enrollment in the United States." p.3	1stness	The Effect of Job Displacement on College Enrollment: Evidence from Ohio	27694	NBER Working Paper 27694; August 2020, revised September 2020
	Minaya, V., Moore, B., Scott-Clayton, J.			"Far less attention has been devoted to the causal effect of job displacement on postsecondary enrollment among those who were actually displaced and often face especially dicult readjustments." p.7	Dismissive	The Effect of Job Displacement on College Enrollment: Evidence from Ohio	27694	NBER Working Paper 27694; August 2020, revised September 2020
	Minaya, V., Moore, B., Scott-Clayton, J.			"Our study is the first to use micro-level data to measure the direct effect of job displacement on college enrollment in the United States." p.8	1stness	The Effect of Job Displacement on College Enrollment: Evidence from Ohio	27694	NBER Working Paper 27694; August 2020, revised September 2020
	Minaya, V., Moore, B., Scott-Clayton, J.			"Aided by the richness of our worker-student matched administrative data, our work is also the first to examine heterogeneity in these effects, including by industry, geography, and earnings rank within the firm." p.8	1stness	The Effect of Job Displacement on College Enrollment: Evidence from Ohio	27694	NBER Working Paper 27694; August 2020, revised September 2020
98	Hashim, S.A., Kane, T.J., Kelley-Kemple, T., Laski, M.E. Staiger, D.O	68	52	"Unfortunately, we know remarkably little about how income-based achievement gaps have changed over time," page 3	Dismissive	Have Income-Based Achievement Gaps Widened or Narrowed?	27714	NBER Working Paper 27714; August 2020, revised January 2023	Thomas Kelley-Kemple also received support under pre-doctoral training grant R305B150010-16 from the Institute of Education Sciences at the U.S. Department of Education.
	Hashim, S.A., Kane, T.J., Kelley-Kemple, T., Laski, M.E. Staiger, D.O			"In the United States, there is no nationally representative data source combining a consistent measure of academic achievement with the household income of individual students," page 3	Dismissive	Have Income-Based Achievement Gaps Widened or Narrowed?	27714	NBER Working Paper 27714; August 2020, revised January 2023	Thomas Kelley-Kemple also received support under pre-doctoral training grant R305B150010-16 from the Institute of Education Sciences at the U.S. Department of Education.
99	Karapakula, et al.			N/A		Using a satisficing model of experimenter decision-making to guide finite-sample inference for compromised experiments	27738	AUGUST 2020 - WORKING PAPER 27738
100	Sieg, et al.			N/A		The impact of migration controls on urban fiscal policies and the intergenerational transmission of human capital in China	27764	SEPTEMBER 2020 - WORKING PAPER 27764
101	Fuchs-Schundeln, N., Krueger, D., Ludwig, A., Popova, I.	69	53	"There are few studies investigating longer-term outcomes of school instruction time on children," page 4.	Dismissive	The Long-Term Distributional and Welfare Effects of Covid-19 School Closures	27773	NBER Working Paper 27773; September 2020	Fuchs-Schuendeln gratefully acknowledges financial support by the European Research Council through Consolidator Grant No. 815378, and by the DFG through a Leibnizpreis. Fuchs-Schuendeln and Ludwig gratefully acknowledge financial support by NORFACE Dynamics of Inequality across the Life-Course (TRISP) grant: 462-16-120.
102	Akhtari, M., Bau., N., Laliberte, J.P.	70	54	" ... relatively little is known about whether these policies affect students prior to reaching college. This gap in the literature is important: closing racial achievement gaps in secondary school could be an effective tool for reducing inequities in long-term outcomes." page 1	Dismissive	Affirmative Action and Pre-College Human Capital	27779	NBER Working Paper 27779; September 2020	We gratefully acknowledge funding from the Lab for Economic Applications and Policy and the Connaught Fund.
103	Mairesse, et al.			N/A		Does gender matter for promotion in science? Evidence from physicists in France	27789	SEPTEMBER 2020 - WORKING PAPER 27789
104	Fazzio, I., Eble, A., Lumsdaine, R. L., Boone, P., Bouy, B., Hsieh, P. J.,Jayanty, C., Johnson, S., Silva, A. F.	71		no DRs found		Large Learning Gains in Pockets of E+E:Gxtreme Poverty: Experimental Evidence From Guinea Bissau	27799	NBER Working Paper 27799; September 2020, revised February 2021	We are grateful to the National Bureau of Economic Research (NBER) for funding the exploratory research on learning levels in Guinea Bissau that motivated this study. This study was funded by Effective Intervention, a UK registered charity.
105	Attanasio, O., Bernal, R., Giannola, M., Nores, M.	72		no DRs found		Child Development in the Early Years: Parental Investment and the Changing Dynamics of Different Dimensions	27812	NBER Working Paper 27812; September 2020	Attanasio’s research was partially funded by ERC Advanced Grant AdG-695300. Bernal and Nores are also grateful to the Jacobs Foundation, Grant No. 209-805-1, and the UBS Optimus Foundation for their financial support to the aeioTu Longitudinal Trial. Bernal acknowledges Economía-Vicerrectoría de Investigaciones financial support from "Convocatoria Facultad de 2017" Universidad de los Andes.
106	Pathek, et al.			N/A		Do black and indigeneous communities receive their fair share of vaccines under the 2018 CDC guidelines?	27817	SEPTEMBER 2020 - WORKING PAPER 27817
107	Attanasio, et al.			N/A		Intergenerational mobility in socio-emotional skills	27823	SEPTEMBER 2020 - WORKING PAPER 27823
108	Kevin M. Kniffin, Andrew S. Hanks, Xuechao Qian, Bo Wang, Bruce A. Weinberg	73	55	"Institutional leaders have long championed interdisciplinary research; however, researchers have paid relatively little attention to the people responding to such calls and their subsequent career outcomes" Abstract	Dismissive	Dissertators with distantly related foci face divergent near-term outcomes	27825	SEPTEMBER 2020 - WORKING PAPER 27825	"Funding: This paper was supported by NSF Grant 1761086 to Kniffin and Hanks. Weinberg is grateful for support from R24 AG048059, R24 HD058484, UL1 TR000090; NSF DGE 1760544, 1535399, 1348691, and SciSIP 1064220; and the Ewing Marion Kauffman and Alfred P. Sloan Foundations. Weinberg was supported on P01 AG039347 by the NBER directly and on a subaward from NBER to Ohio State."
109	Angrist, J., Autor, D., Pallais, A.	74		no DRs found		Marginal Effects of Merit Aid for Low-Income Students	27834	NBER Working Paper 27834; September 2020	We acknowledge financial support from the Susan Thompson Buffett Foundation and the MIT SEII seed fund.
110	Caucutt, et al.			N/A		Child skill production: Accounting for parental and market-based time and goods investments	27838	SEPTEMBER 2020 - WORKING PAPER 27838
111	Akcigit, U., Pearce, J.G., Prato, M.	75		no DRs found		Tapping into Talent: Coupling Education and Innovation Policies for Economic Growth	27862	NBER Working Paper 27862; September 2020
112	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim	76	56	"Despite concerns expressed by policymakers and scholars that the declines in state support have reduced the return to education investment for public sector students, little evidence exists that can identify the causal effect of these funds on long-run outcomes." Abstract	Dismissive	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"We present the first such analysis in the literature using new data that leverages the merger of two rich datasets."  Abstract	1stness	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"Does reduced state support for higher education lower the return to postsecondary investments made by students? This question has received scant attention in the research literature to date …" p.1	Dismissive	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"What has received little attention in the literature, however, is whether changes in state higher education funding can directly affect student outcomes in the manner suggested by the returns to college quality research …" p.2	Dismissive	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"This paper provides one of the first analyses of the causal effect of state appropriations on student outcomes using an empirical method that can plausibly overcome the endogeneity of state funding decisions." p.2	1stness	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"It is the first to use such variation to examine student debt and default as well as long-run outcomes of students. One of the innovations of this analysis is to use novel data from a new data merger that links consumer credit records with postsecondary enrollment and attainment histories." p.2	1stness	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"Together, these data provide a level of detail on students and their finnancial outcomes previously unavailable to researchers." p.3	1stness	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"The main contribution of this paper is to provide the first estimates of the causal effect of state appropriations on short- and long-run financial and credit outcomes of college students." p.6	1stness	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"As discussed above, the large literature on the return to college quality is suggestive of such an effect, but most prior work has not been able to isolate the impact of changes in state appropriations, per se …" p.6	Denigrating	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"Second, we leverage the unique CCP-NSC linked data to estimate the first effects in the literature of how state appropriations shocks when enrolled in college affect student debt and default as well as long-run financial outcomes." p.6	1stness	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"We provide the first such evidence on this question." p.7	1stness	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
	Rajashri Chakrabarti, Nicole Gorton, Michael F. Lovenheim			"Our analysis is the first to be able to provide causal estimates of the effect of state appropriations on these longer-run outcomes." p.7	1stness	State investment in higher education: Effects on human capital formation, student debt, and long-term financial outcomes of students	27885	OCTOBER 2020 - WORKING PAPER 27885
113	Ajayi, K.F., Friedman, W.H., Lucas, A.M.	77	57	"relatively few studies have looked at ways to improve students’ interactions with existing centralized systems," page 3.	Dismissive	When information is not enough: Evidence from a Centralized School Choice System	27887	NBER Working Paper 27887; October 2020	We gratefully acknowledge funding from the Post-Primary Education Initiative of the Jameel Poverty Action Lab (J-PAL), the Weiss Family Program Fund, and the University of Delaware Institute for Global Studies' Global Exchange Program.
	Ajayi, K.F., Friedman, W.H., Lucas, A.M.			Further, few studies have experimentally varied who receives the information. page 4	Denigrating	When information is not enough: Evidence from a Centralized School Choice System	27887	NBER Working Paper 27887; October 2020	We gratefully acknowledge funding from the Post-Primary Education Initiative of the Jameel Poverty Action Lab (J-PAL), the Weiss Family Program Fund, and the University of Delaware Institute for Global Studies' Global Exchange Program.
114	Avery, C., Castleman, B.L., Hurwitz, M., Long, B.T., Page, L.C.	78		no DRs found		Digital Messaging to Improve College Enrollment and Success	27897	NBER Working Paper 27897; October 2020	We gratefully acknowledge funding support for this work from the Institute for Education Sciences (IES), U.S. Department of Education, through Grant #R305A140121 to Harvard University.
115	Fryer, R. G. Jr, Levitt, S.D., List, J.A., Samek, A.	79	58	Despite a growing literature on the early determinants of human capital development, little is known about the most cost-effective ways to intervene (Currie and Almond, 2011). page 2	Dismissive	Introducing CoGX: A New Preschool Education Program Combining Parent and Child Interventions	27913	NBER Working Paper 27913; October 2020	Samek was funded under National Institutes of Health (NIH) grant 5R01DK114238 during the write-up of this paper.
	Fryer, R. G. Jr, Levitt, S.D., List, J.A., Samek, A.			And the existing literature on non-cognitive skills mostly highlights the correlation between non-cognitive skills and life outcomes,  page 2	Denigrating	Introducing CoGX: A New Preschool Education Program Combining Parent and Child Interventions	27913	NBER Working Paper 27913; October 2020	Samek was funded under National Institutes of Health (NIH) grant 5R01DK114238 during the write-up of this paper.
	Fryer, R. G. Jr, Levitt, S.D., List, J.A., Samek, A.			but there is little evidence that non-cognitive skills can be affected through interventions (Fryer, Levitt, and List, 2015 is one counterexample). page 2	Dismissive	Introducing CoGX: A New Preschool Education Program Combining Parent and Child Interventions	27913	NBER Working Paper 27913; October 2020	Samek was funded under National Institutes of Health (NIH) grant 5R01DK114238 during the write-up of this paper.
	Fryer, R. G. Jr, Levitt, S.D., List, J.A., Samek, A.			However, the shape of the education production function (i.e., when and for how long within the preschool years to invest) is less clear.... when speaking of other researcher's findings, page 5	Denigrating	Introducing CoGX: A New Preschool Education Program Combining Parent and Child Interventions	27913	NBER Working Paper 27913; October 2020	Samek was funded under National Institutes of Health (NIH) grant 5R01DK114238 during the write-up of this paper.
116	Dinerstein			N/A		Human Capital Depreciation and returns to experience	27925	OCTOBER 2020 - WORKING PAPER 27925
117	Azoulay, et al.			N/A		Medical research and health care finance: Evidence from academic medical centers	27943	OCTOBER 2020 - WORKING PAPER 27943
118	Christopher Cotton, Brent R. Hickman, John A. List, Joseph Price, Sutanuka Roy	80	59	"Moreover, we are unaware of any data set that permits estimating a direct mapping between day-to-day learning activity and incremental skill gains" p.1	Dismissive	Disentangling motivation and study productivity as drivers of adolescent human capital formation: Evidence from a field experiment and structural analysis	27995	OCTOBER 2020 - WORKING PAPER 27995
	Christopher Cotton, Brent R. Hickman, John A. List, Joseph Price, Sutanuka Roy			"Our field experiment produces a uniquely-rich set of student-level variables and varying incentives that are well-tailored to solve various empirical confounds present in typical observational data from educational settings." p.1	1stness	Disentangling motivation and study productivity as drivers of adolescent human capital formation: Evidence from a field experiment and structural analysis	27995	OCTOBER 2020 - WORKING PAPER 27995
119	Horn, S., Jamison, J., Karlan, D., Zinman, J.	81		no DRs found		Five-Year Impacts of Group-Based Financial Education and Savings Promotion for Ugandan Youth	28011	NBER Working Paper 28011; October 2020, revised January 2023
120	Orlov, G., McKee, D., Berry, J., Boyle, A., DiCiccio, T., Ransom, T., Rees-Jones, A., Stoye, J.	82		no DRs found		Learning During the Covid-19 Pandemic: It is not who you teach, but how you teach	28022	NBER Working Paper 28022; October 2020
121	Barrera-Osorio, F., Gertler, P., Nakajima, N., Patrinos, H.	83		no DRs found		Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments	28040	NBER Working Paper 28040; October 2020	The research was supported by grants from the Spanish Impact Evaluation Fund, the World Bank Research Committee (RF-P1123327-RESE-BBRSB), and the Bank-Netherlands Partnership Program.
122	Dawson, R.F., Kearney, M.S., Sullivan, J.X.	84		no DRs found		Comprehensive Approaches to Increasing Student Completion in Higher Education: A Survey of the Landscape	28046	NBER Working Paper 28046; November 2020, revised February 2021	"which was co-hosted by the Institute for college access & success and the Wilson Sheehan Lab for Economic Opportunities at the University of Notre Dame with support from the Joyce Foundation and the Ascendium  Education Group,"
123	Karthik Muralidharan, Abhijeet Singh	85	60	"Yet, despite the popularity of such programs, and the associated fiscal and personnel costs, there is limited evidence on the effectiveness of composite school management programs to improve learning outcomes at scale." p.1	Dismissive	Improving public sector management at scale? Experimental evidence on school governance India	28129	NOVEMBER 2020 - WORKING PAPER 28129	"This evaluation was supported by funding from the International Growth Centre, the J-PAL Post Primary Education Initiative, ESRC and the DFID RISE program."
	Karthik Muralidharan, Abhijeet Singh			"A growing body of evidence has shown that management quality is correlated with productivity in both the private and public sectors (Bloom and Van Reenen, 2007; Rasul and Rogger, 2018; Rasul, Rogger, and Williams, 2018)."	Dismissive	Improving public sector management at scale? Experimental evidence on school governance India	28129	NOVEMBER 2020 - WORKING PAPER 28129	"This evaluation was supported by funding from the International Growth Centre, the J-PAL Post Primary Education Initiative, ESRC and the DFID RISE program."
124	Bradley Larsen, Ziao Ju, Adam Kapor, Chuan Yu	86	61	"To our knowledge, the only studies to exploit panel variation in licensing requirements are Angrist and Guryan (2004, 2008)." p.4	Dismissive	The effect of occupational licensing stringency on the teacher quality distribution	28158	DECEMBER 2020 - WORKING PAPER 28158	"This paper has been funded, either wholly or in part, with Federal funds from the U.S. Department of Labor under contract number DOLJ111A21738. ... This paper has also been funded by grants from the Laura and John Arnold Foundation, the Russell Sage Foundation, and the Hellman Foundation."
125	Babina, et al.			N/A		The color of money: Federal vs. industry funding of university research	28160	DECEMBER 2020 - WORKING PAPER 28160
126	Cervantes, C.V. & Cooper, R.	87	62	Earlier work…. study these forms of mismatch in isolation. However, it seems that education and labor mismatch might not be independent, page 1	Denigrating	Labor Market Implications of Education Mismatch	28169	NBER Working Paper 28169; December 2020, revised May 2021
	Cervantes, C.V. & Cooper, R.			At the same time, studies of labor market mismatch focus only on frictions in the labor market and do not take into account distortions to the education choice, page 4	Denigrating	Labor Market Implications of Education Mismatch	28169	NBER Working Paper 28169; December 2020, revised May 2021
127	Bianchi, N., Lu, Y., Song, H.	88	63	In this paper, we provide the first empirical analysis of a large-scale use of technology to reduce the rural–urban education gap. page 1-2	1stness	The Effect of Computer-Assisted Learning on Students' Long-Term Development	28180	NBER Working Paper 28180; December 2020	financial support from the National Natural Science Foundation of China (Grant No: 71803027)
128	Betts, J., Hill, L., Bachofer, K., Hayes, J., Lee, A., Zau, A.	89	64	Again, these are observational studies and say nothing about causation. The mere act of increasing standards for reclassification should mechanically improve outcomes for reclassified students by removing the left tail of the original distribution of reclassified students. page 7	Denigrating	Effects of English Learner Reclassification Policies on Academic Trajectories	28188	NBER Working Paper 28188; December 2020	The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305A170288 and by the W.T. Grant Foundation.
129	Jackson, C.K., Porter, S.C., Easton, J.Q., Kiguel, S.	90		no DRs found		Who Benefits from Attending Effective High Schools?	28194	NBER Working Paper 28194; December 2020, revised August 2022	The authors acknowledge funding for this research from the Bill Melinda Gates Foundation.
130	Green, D.A., Karimirad, A., Simard-Duplain, G., Siu, H.E.	91	65	In this context, there has been little mention of the immediate importance of K-12 schooling for the rest of the economy, abstract	Dismissive	Covid and The Economic Importance of the In-Person K-12 Schooling	28200	NBER Working Paper 28200; December 2020
	Green, D.A., Karimirad, A., Simard-Duplain, G., Siu, H.E.			In this context the K-12 education system fulfils a role that is crucial but seldom discussed: it frees up daytime hours, page 2.	Dismissive	Covid and The Economic Importance of the In-Person K-12 Schooling	28200	NBER Working Paper 28200; December 2020
131	Angrist, N., Bergman, P., Matsheng, M.	92		no DRs found		School's Out: Experimental Evidence on Limiting Learning Loss Using "Low-Tech" in a Pandemic	28205	NBER Working Paper 28205; December 2020, revised January 2021	We thank flexible funders and partners who enabled a rapid COVID-19 response, including the Mulago Foundation, the Douglas B. Marshall Foundation, J-PAL Post-Primary Education (PPE) Initiative, TaRL Africa and Northwestern University’s “economics of nonprofits” class, led by Dean Karlan, which provided a generous donation.
132	Akyol, S.P. & Mocan,N.H	93	66	Edlund (2018) argues that cousin marriage is not a voluntary choice for women. As such, our study provides the first causal evidence of Turkey because of the legal and cultural environment, and even if one is prepared to believe that all Turkish women are allowed to freely choose their husbands from the pool of all available candidates, page 3.	1stness	Education and Consanguineous Marriage	28212	NBER Working Paper 28212; December 2020, revised June 2021
133	Bjorkegren, E., Lindahl, M., Palme, M., Simeonova, E.	94		no DRs found		Selection and Causation in the Parental Education Gradient in Health: Lessons from a Large Sample of Adoptees	28214	NBER Working Paper 28214; December 2020	Mårten Palme gratefully acknowledges financial support from the Swedish Council of Social Research; and Emilia Simeonova from the Swedish Research Council and the National Science Foundation.
134	Breinholt, et al.			N/A		Child-driven parenting: Differential early childhood investment by offspring genotype	28217	DECEMBER 2020 - WORKING PAPER 28217
135	Angrist, J., Hull, P., Pathak, P.A., Walters, C.R.	95		no DRs found		Simple and Credible Value-Added Estimation Using Centralized School Assignment	28241	NBER Working Paper 28241; December 2020	Financial support from Arnold Ventures/LJAF and the National Science Foundation is gratefully acknowledged.
136	Fadion, et al.			N/A		Early career setbacks and women's career-family trade-off	28245	DECEMBER 2020 - WORKING PAPER 28245
137	Ager, P., Eriksson, K., Karger, E.,Nencka, P., Thomasson, M.A.	96	67	Whether these findings predict the impact of COVID-19 related closures is unknown, page 2.	Dismissive	School Closures During the 1918 Flu Pandemic	28246	NBER Working Paper 28246; December 2020
138	Mendoza, et al			N/A		A macroeconomic model of healthcare saturation, inequality and the output-pandemia tradeoff	28247	DECEMBER 2020 - WORKING PAPER 28247
139	Hollingsworth, et al.			N/A		A thousand cuts: Cumulative lead exposure reduces academic achievement	28250	DECEMBER 2020 - WORKING PAPER 28250
140	Bayer, P., Blair, P.Q., Whaley, K.	97	68	Our paper fills this gap in the literature by providing a theoretically and empirically rigorous answer to the question: Are we spending efficiently on teachers in the United States? page 1	1stness	Are We Spending Enough on Teachers in the U.S.?	28255	NBER Working Paper 28255; December 2020, revised October 2021
141	Agostinelli, F., Doepke, M., Sorrenti, G., Zilibotti, F.	98	69	"In this paper, we provide a first assessment of how these channels interact during a pandemic," page 2	1stness	When the Great Equalizer Shuts Down:School, Peers, and Parents in Pandemic Times	28264	NBER Working Paper 28264; December 2020	Doepke and Zilibotti acknowledge support from the NSF Grant #1949228 "Parenting Styles within and across Neighborhoods."
	Agostinelli, F., Doepke, M., Sorrenti, G., Zilibotti, F.			"We start our analysis by describing evidence that allows a first assessment of the importance of these channels," page 5	1stness	When the Great Equalizer Shuts Down:School, Peers, and Parents in Pandemic Times	28264	NBER Working Paper 28264; December 2020	Doepke and Zilibotti acknowledge support from the NSF Grant #1949228 "Parenting Styles within and across Neighborhoods."
142	Ainsworth, R., Dehejia, R., Pop-Eleches, C., Urquiola, M.	99		no DRs found		Information, Preferences, and Household Demand for School Value Added	28267	NBER Working Paper 28267; December 2020	For financial support, we are grateful to the Center for Development Economics and Policy (CDEP) and the Faculty Grants Program at SIPA (Columbia), to New York University, and to the KDI School of Public Policy and Management.
143	Bailey, M.J., Sun, S., Timpe, B.D.	100		no DRs found		Prep-School for Poor Kids: The Long-Run Impacts of Head Start on Human Capital and Economic Self-Sufficiency	28268	NBER Working Paper 28268; December 2020, revised August 2021	data collection for the war on poverty project was generously supported by the national institutes of health(R03-HD066145); BUT ALSO (P2C HD04128),(P2CHD041022), (P2CHD041022),(ITR-0427889), and (T32AG000221).
144	MacLeod, W.B. & Urquiola, M.	101		no DRs found		Why Does The U.S. Have The Best Research Universities? Incentives, Resources, and Virtuous Circles	28279	NBER Working Paper 28279; December 2020
145	Cortes, K. & Klasik, D.	102	70	To date, there has been little research on whether the Top 10% Plan increased the diversity of high schools and access of those high schools to the selective flagship campuses in the state, page 4.	Dismissive	Uniform Admissions, Unequal Access: Did The Top 10% Plan Increase Access to Selective Flagship Institutions?	28280	NBER Working Paper 28280; December 2020	Institutional support from George Washington University, Texas A &M University and the University of North Carolina--Chapel Hill are also gratefully acknowlegded
146	List, J.A., Momeni, F., Zenou, Y.	103	71	Our first contribution to this literature is to provide causal evidence on neighborhood effects by exploiting a unique form of exogeneity, which was induced by our field experiment. page 6.	1stness	The Social Side of Early Human Capital Formation: Using a Field Experiment to Estimate the Causal Impact of Neighborhoods	28283	NBER Working Paper 28283; December 2020
147	Castillo, M., List, J.A. , Petrie, R., Samek, A.	104	72	"but there is limited work exploring the interrelationships of different skill," page 2	Dismissive	Detecting Drivers of Behavior at an Early Age: Evidence from a Longitudinal Field Experiment	28288	NBER Working Paper 28288; December 2020	This research was funded by the Kenneth and Anne Griffin Foundation and by NIH grant 1R01DK114238.
	Castillo, M., List, J.A. , Petrie, R., Samek, A.			"a key novelty of our work is that we return to the same children," page 2	1stness	Detecting Drivers of Behavior at an Early Age: Evidence from a Longitudinal Field Experiment	28288	NBER Working Paper 28288; December 2020	This research was funded by the Kenneth and Anne Griffin Foundation and by NIH grant 1R01DK114238.
	Castillo, M., List, J.A. , Petrie, R., Samek, A.			"This literature has largely overlooked the role of economic preferences of children. " page 4	Denigrating, 1stness	Detecting Drivers of Behavior at an Early Age: Evidence from a Longitudinal Field Experiment	28288	NBER Working Paper 28288; December 2020	This research was funded by the Kenneth and Anne Griffin Foundation and by NIH grant 1R01DK114238.
148	Levine, P.B. & McKnight, R.	105	74	Our understanding of the long-term health consequences of such traumatic events is more limited...Some research does find an impact, though, page 5.	Dismissive	Exposure to a School Shooting and Subsequent Well-being	28307	NBER Working Paper 28307; December 2020
149	Cabral, M., Kim, B., Rossin-Slater, M., Schnell, M., Schwandt, H.	106		no DRs found		Trauma at School: The Impacts of Shootings on Students' Human Capital and Economic Outcomes	28311	NBER Working Paper 28311; December 2020, revised March 2024	Child Health and Human Development of the National Institutes of Health under award number R01HD102378.
	2024						Year 2024
1	Breno Braga, Gaurav Khanna & Sarah Turner			N/A		Migration Policy and the Supply of Foreign Physicians: Evidence from the Conrad 30 Waiver Program	32005	JANUARY 2024 - WORKING PAPER 32005
2	Cortes, K., Kortecamp, K., Loeb, S., Robinson,C.D.	1	1	the evaluation of the Chapter One program is among the first to provide evidence that early elementary students..., page 2	1stness	A Scalable Approach to High-Impact Tutoring for Young Readers: Results of a Randomized Controlled Trial	32039	NBER Working Paper 32039; February 2023	Kortecamp: I was compensated by Chapter One for designing the randomized control trial reported in this paper.
3	Biasi, B., Lafortune, J.M., Schonholzer, D.	2		no DRs found		What Works and For Whom? Effectiveness and Efficiency of School Capital Investments Across The U.S.	32040	NBER Working Paper 32040; January 2024	We are grateful for support from Yale University, The Broad Center at the Yale School of Management, and the Spencer Foundation through Small Grant #10016890.
4	Lavecchia, A.M., Oreopoulos, P., Spencer, N.	3		no DRs found		The Impact of Comprehensive Student Support on Crime: Evidence from the Pathways to Education Program	32045	NBER Working Paper 32045; January 2024	We thank Statistics Canada and ESDC for financial support.
5	Lerner, J., Manley, H.J, Stein, C., Williams, H.L	4	2	We take a first step towards unpacking this heterogeneity in university commercialization by analyzing, abstract	1stness	The Wandering Scholars: Understanding the Heterogeneity of University Commercialization	32069	NBER Working Paper 32069; November 2023	This research was funded in part by Harvard Business School's Division of Research and Doctoral Programs, Harvard Economics' SUPER Program, the Alfred P. Sloan Foundation, and the Smith Richardson Foundation.
6	Barbara M. Fraumeni, Gang Liu & Shunsuke Managi			N/A		Human Capital by Gender: a G20 and Selected Geographies Perspective	32076	JANUARY 2024 - WORKING PAPER 32076
7	Weaver, J., Sukhtankar,S., Niehaus, P., Muralidharan, K.	5	3	This paper contributes evidence to this debate with a large-scale randomized evaluation of a maternal cash transfer program in the state of Jharkhand—to our knowledge, the first experimental evaluation of an unconditional cash transfer at comparable scale anywhere in India, page 1.	1stness	Cash Transfers for Child Development:Experimental Evidence from India	32093	NBER Working Paper 32093; July 2023	We thank the Bill and Melinda Gates Foundation and the Cash Transfers for Child Health Initiative at the Abdul Latif Jameel Poverty Action Lab for funding this study.
8	Hanks, A.S., Jiang, S., Qian, X., Wang, B., Weinberg, B.A.	6	4	It is therefore surprising that given the large amount of human capital (Christian, 2014), researchers have paid minimal attention to the benefits of diversifying it. To begin to address this gap, we ask whether a specific form of human capital diversification is associated with protection from labor market shocks, page 1.	Dismissive, 1stness	Do Double Majors Face Less Risk? An Analysis of Human Capital Diversification	32095	NBER Working Paper 32095; January 2024	Hanks and Weinberg also gratefully acknowledge funding from NSF EHR DGE Award 2100234.
	Hanks, A.S., Jiang, S., Qian, X., Wang, B., Weinberg, B.A.			In our novel and easy-to-implement approach....Our work also offers a new perspective on the relationship between double majors, page 3.	1stness	Do Double Majors Face Less Risk? An Analysis of Human Capital Diversification	32095	NBER Working Paper 32095; January 2024	Hanks and Weinberg also gratefully acknowledge funding from NSF EHR DGE Award 2100234.
9	Corman, H., Noonan, K., Reichman,N.	7	5	While some studies have investigated the effects of specific childhood conditions, particularly ADHD, on adult economic outcomes, none has considered the overall effects of cognitive and behavioral disabilities. We address this key gap, abstract.	Dismissive, 1stness	Effects of Childhood Cognitive and Behavioral Disabilities on Adult Economic Outcomes	32103	NBER Working Paper 32103; February 2024	This work was supported by the National Center for Advancing Translational Sciences, National Institutes of Health under award number UL1TR003017, the Robert Wood Johnson Foundation through its support of the Child Health Institute of New Jersey under grant number 74260, and the Center for Health and Wellbeing at Princeton University.
	Corman, H., Noonan, K., Reichman,N.			Finally, while most studies have accounted for family background characteristics, few have addressed potential unobserved factors that could confound associations between child disability and adult economic outcomes...,page 3.	1stness	Effects of Childhood Cognitive and Behavioral Disabilities on Adult Economic Outcomes	32103	NBER Working Paper 32103; February 2024	This work was supported by the National Center for Advancing Translational Sciences, National Institutes of Health under award number UL1TR003017, the Robert Wood Johnson Foundation through its support of the Child Health Institute of New Jersey under grant number 74260, and the Center for Health and Wellbeing at Princeton University.
	Corman, H., Noonan, K., Reichman,N.			Finally, no previous studies specifically considered both cognitive and behavioral impairments as broad classes, page 7	Dismissive, Denigrating	Effects of Childhood Cognitive and Behavioral Disabilities on Adult Economic Outcomes	32103	NBER Working Paper 32103; February 2024	This work was supported by the National Center for Advancing Translational Sciences, National Institutes of Health under award number UL1TR003017, the Robert Wood Johnson Foundation through its support of the Child Health Institute of New Jersey under grant number 74260, and the Center for Health and Wellbeing at Princeton University.
10	Blanchflower, D.G. & Bryson, A.	8		no DRs found		The Consequences of Abuse, Neglect and Cyber-bullying on the Wellbeing of the Young	32119	NBER Working Paper 32119; February 2024	We thank Jean Twenge for helpful clarifications and the United Nations for financial support.
11	Figlio, D.N., Hart, C.M.D, Karbownik, K.	9	6	"to date there are only a handful of studies that have explored the competitive effects of charter schools," page 2.	Dismissive	Competitive Effects of Charter Schools	32120	NBER Working Paper 32120; January 2024
	Figlio, D.N., Hart, C.M.D, Karbownik, K.			"Furthermore, we know little about the effects of charter competition on outcomes beyond test scores, while even the estimates for cognitive outcomes are mixed and appear to be context-specific" p.2	Dismissive	Competitive Effects of Charter Schools	32120	NBER Working Paper 32120; January 2024
	Figlio, D.N., Hart, C.M.D, Karbownik, K.			"We propose to fill this gap in the literature" page 4.	1stness	Competitive Effects of Charter Schools	32120	NBER Working Paper 32120; January 2024
12	Turner, L.J. & Gurantz, O.	10		no DRs found	Dismissive	Experimental Estimates of College Coaching on Postsecondary Re-enrollment	32122	NBER Working Paper 32122; February 2024	We thank Arnold Ventures for funding this work and InsideTrack for being a willing research partner, especially Kai Drekmeier, Megan Fillman, and Linda Firth
13	Fernandez, R., Pages, C., Szekely, M., Acevedo, I.	11		no DRs found		Education Inequalities in Latin America and the Caribbean	32126	NBER Working Paper 32126; October 2023
14	Kalil, A., Mayer, S., Oreopoulos, P., Shah, R.	12	7	Programs that engage young children in movement and song to help them learn are popular but experimental evidence on their impact is sparse, abstract.	Dismissive	Making a Song and Dance About It: The Effectiveness of Teaching Children Vocabulary with Animated Music Videos	32132	NBER Working Paper 32132, February 2024;
	Kalil, A., Mayer, S., Oreopoulos, P., Shah, R.			More relevant to the present investigation is the very small number of experimental studies that have examined the impact of children’s exposure to educational media on child skill development. Virtually all of these studies evaluate content from Sesame Street or similar media, page 3.	Dismissive, Denigrating	Making a Song and Dance About It: The Effectiveness of Teaching Children Vocabulary with Animated Music Videos	32132	NBER Working Paper 32132, February 2024;
15	Li, H., Meng, L., Mu, K., Wang, S.	13	8	little rigorous evaluation of this conjecture exists beyond anecdotal observations, page 1	Dismissive, Denigrating	English Language Requirement and Educational Inequality: Evidence from 16 Million College Applicants in China	32162	NBER Working Paper 32162; October 2023
16	Andrew, A., Attanasio, O., Augsburg, B., Cardona-Sosa, L., Day, M., Giannola, M., Grantham-McGregor, S., Jervis, P., et al.	14	9	even when implemented at scale, little is known about their impacts on child outcomes, page 1;	Dismissive	Early Childhood Intervention for the Poor: Long Term Outcomes	32165	NBER Working Paper 32165; February 2024	The original trial was funded by a personal donation from Mr. Rushton Turner, by a grant from the Waterloo Foundation and by the National Institutes of Health, USA (Grant R01 HD 72120). The present follow-up study was funded by the European Research Council (ERC) under the European Union’s Horizon 2020 Research and Innovation Programme (Grant 695300 - HKADeC - ERC-2015-AdG/ERC-2015-AdG) and the Economic and Social Research Council (ESRC) (Grant ES/M010147/1). Jervis gratefully acknowledges financial support from the Institute for Research in Market Imperfections and Public Policy MIPP (ICS13 002 ANID) and the Center for Research in Inclusive Education, Chile (SCIA ANID CIE160009). ISRCTN89476603, AEARCTR-0000169, AEARCTR-0005444.	to provide solutions to this problem, we the first ones are implementing ------
17	Anderberg, D., Dahl,G.B.,Felfe, C., Rainer, H., Siedler, T.	15	10	"Our setting is unique for three reasons," page 1	1stness	Diversity and Discrimination in the Classroom	32177	NBER Working Paper 32177; February 2024	The project received generous financial support from the ifo Institute, University of Munich, University of St. Gallen, and University of Hamburg.
18	Berne, J.S., Jacob, B.A, Musaddiq, T.,Shapiro, A. Weiland,C.	16	11	"We provide the first estimates of the impact of Michigan’s TK program." abstract	1stness	The Effect of Early Childhood Programs on Third-Grade Test Scores: Evidence from Transitional Kindergarten in Michigan	32236	NBER Working Paper 32236; March 2024	This research was funded by the Smith Richardson Foundation, as well as training grants R305B20011 and R305B170015 from the U.S. Department of Education’s Institute of Education Sciences.
19	Agostinelli, F., Luflade, M., Martellini, P.	17	12	"Toward this aim, we develop the first empirical equilibrium model of neighborhood and school choice," page 1	1stness	On the Spatial Determinants of Educational Access	32246	NBER Working Paper 32246; March 2024
20	Sidhya Balakrishnan, Eric Bettinger, Michael S. Kofoed, Dubravka Ritter, Douglas A. Webber, Ege Aksu & Jonathan S. Hartley			N/A		Navigating Higher Education Insurance: An Experimental Study on Demand and Adverse Selection	32260	MARCH 2024 - WORKING PAPER 32260
21	Carlana, M. & Ferrara, E.L	18		no DRs found		Apart but Connected: Online Tutoring, Cognitive Outcomes, and Soft Skills	32272	NBER Working Paper 32272; March 2024	For TOP 2022, we acknowledge financial support from Cariplo Foundation and the implementation support from Centro Italiano Aiuti all’Infanzia (CIAI).
22	Marcella Alsan, Arkey M. Barnett, Peter Hull & Crystal Yang			N/A		“Something Works” in U.S. Jails: Misconduct and Recidivism Effects of the IGNITE Program	32282	APRIL 2024 - WORKING PAPER 32282
23	Mountjoy, J.	19		no DRs found		Marginal Returns to Public Universities	32296	NBER Working Paper 32296; April 2024	The Robert H. Topel Faculty Research Fund at the University of Chicago Booth School of Business provided valuable research funding.
24	Benjamin Friedrich, Martin B. Hackmann, Adam Kapor, Sofia J. Moroni & Anne Brink Nandrup			N/A		Interdependent Values in Matching Markets: Evidence from Medical School Programs in Denmark	32325	APRIL 2024 - WORKING PAPER 32325
25	Adusumilli, K., Agostinelli, F., Borghesan, E.	20		no DRs found		Heterogeneity and Endogenous Compliance: Implications for Scaling Class Size Interventions	32338	NBER Working Paper 32338; April 2024
26	Jacob H. Bor, David M. Cutler, Edward L. Glaeser & Ljubica Ristovska			N/A		Human Capital Spillovers and Health: Does Living Around College Graduates Lengthen Life?	32346	APRIL 2024 - WORKING PAPER 32346
27	Hanushek, E.A., Saenz-Armstrong, P., Salazar, A.	21	13	" … how the federal structure affects governmental outcomes has never been analyzed," page 1	1stness	Balancing Federalism: The Impact of Decentralizing School Accountability	32351	NBER Working Paper 32351; April 2024
28	Aucejo, E.M, Perry, A.S., Zafar, B.	22	14	"To our knowledge, this is the first paper quantifying the interdependence of college and work demands." p.3	1stness	Assessing the Costs of Balancing College and Work Actitivies:The Gig Economy Meets Online Education	32357	NBER Working Paper 32357; April 2024
	Aucejo, E.M, Perry, A.S., Zafar, B.			"While many studies have focused on the effect of work on schooling performance, to date, there is no evidence of the causal impact of college activities on labor supply or the ffects of earnings on the effort exerted in college classes." p.3	Dismissive	Assessing the Costs of Balancing College and Work Actitivies:The Gig Economy Meets Online Education	32357	NBER Working Paper 32357; April 2024
	Aucejo, E.M, Perry, A.S., Zafar, B.			"This is the first study that quantifies how college activities and labor market conditions impact labor supply and effort exerted in college." p.41	1stness	Assessing the Costs of Balancing College and Work Actitivies:The Gig Economy Meets Online Education	32357	NBER Working Paper 32357; April 2024
29	Zhang, Y.S., Frankenberg, E., Thomas, D.	23	15	"The need for scientific evidence on these issues is particularly pressing in low-income settings because evidence from those settings is scarce." p.3	Dismissive	Education and Adult Cognition in a Low-Income Setting: Differences among Adult Siblings	32362	NBER Working Paper 32362; April 2024	"Financial support from the National Institute on Aging (K99/R00 AG070274 [Zhang]) and Eunice Kennedy Shriver National Institute of Child Health and Human Development (P2C HD050924 [Frankenberg] and T32 HD091058 [Zhang]) is gratefully acknowledged."
	Zhang, Y.S., Frankenberg, E., Thomas, D.			"Few studies have addressed this question in contexts other than advanced economies, leaving an important gap in knowledge." p.3	Dismissive	Education and Adult Cognition in a Low-Income Setting: Differences among Adult Siblings	32362	NBER Working Paper 32362; April 2024	"Financial support from the National Institute on Aging (K99/R00 AG070274 [Zhang]) and Eunice Kennedy Shriver National Institute of Child Health and Human Development (P2C HD050924 [Frankenberg] and T32 HD091058 [Zhang]) is gratefully acknowledged."
	Zhang, Y.S., Frankenberg, E., Thomas, D.			"Identifying the causal effect of education on cognitive performance is empirically challenging and has been attempted in only a small number of studies." p.5	Dismissive	Education and Adult Cognition in a Low-Income Setting: Differences among Adult Siblings	32362	NBER Working Paper 32362; April 2024	"Financial support from the National Institute on Aging (K99/R00 AG070274 [Zhang]) and Eunice Kennedy Shriver National Institute of Child Health and Human Development (P2C HD050924 [Frankenberg] and T32 HD091058 [Zhang]) is gratefully acknowledged."
30	Adam Kapor	24		no DRs found		Transparency and Percent Plans	32372	APRIL 2024 - WORKING PAPER 32372	"I gratefully acknowledge financial support from the Cowles Foundation, the Jack Kent Cooke Foundation, and a Yale University Dissertation Fellowship. ... This research [THEOP] was supported by grants from the Ford, Mellon and Hewlett Foundations and NSF (Grant SES-0350990). THEOP gratefully acknowledges institutional support from Princeton University’s Office of Population Research (NICHD Grant R24 H0047879)."
31	Neal, D. & Root, J.	25	16	"Overall, there is little evidence that parents are able to figure out on their own" page 4	Dismissive	The Provision of Information and Incentives in School Assignment Mechanisms	32378	NBER Working Paper 32378; April 2024
32	Kraft, M.A., & Lyons, M.A	26		no DRs found		The Rise and Fall of the Teaching Profession: Prestige, Interest, Preparation, and Satisfaction over the Last Half Century	32386	NBER Working Paper 32386; April 2024
33	Oreopoulos, P., Gibbs, C., Jensen,M., Price,J.	27	17	"In this paper, we propose a new solution for improving implementation quality which involves providing weekly proactive guidance to teachers for training them how to use CAL effectively," page 3.	1stness	Teaching Teachers to use Computer Assisted Learning Effectively: Experimental and Quasi-Experimental Evidence	32388	NBER Working Paper 32388, April 2024	This research was supported through the Social Sciences and Humanities Research Council of Canada (Insights Grant #20010045), America Achieves, the Jameel Poverty Action Lab, and the Overdeck Family Foundation.
	Oreopoulos, P., Gibbs, C., Jensen,M., Price,J.			"Second, no previous field experiment has tested the effectiveness of Khan Academy, one of the largest CAL platforms in the world, in a developed-country setting," page 5.	1stness	Teaching Teachers to use Computer Assisted Learning Effectively: Experimental and Quasi-Experimental Evidence	32388	NBER Working Paper 32388, April 2024	This research was supported through the Social Sciences and Humanities Research Council of Canada (Insights Grant #20010045), America Achieves, the Jameel Poverty Action Lab, and the Overdeck Family Foundation.
34	Goldring, T., Jacob, B., Kreisman, D., Ricks, M.	28	18	"Our paper presents the first causal evidence about the effects of CTE funding, complementing a fairly sparse descriptive literature (Klein 2001; Foster, Klein, and Elliott 2014, e.g.,)." p.3	1stness, Dismissive	Loopholes and the Incidence of Public Services:Evidence from Funding Career & Technical Education	32390	NBER Working Paper 32390; April 2024	"We acknowledge support from IES grant number R305A200046, and the Smith-Richardson foundation including grants SRF #2020-2377 and SRF #2022-2932."
35	Radu Barza, Edward L. Glaeser, César A. Hidalgo & Martina Viarengo			N/A		Cities as Engines of Opportunities: Evidence from Brazil	32426	MAY 2024 - WORKING PAPER 32426
36	de Gendre,A., Karbownik, K., Salamanca,N., Zenou, Y.	29	19	"Despite the importance of this topic, there is actually surprisingly little causal evidence on the consequences of being exposed to minorities in the school system, and we know even less about the role that endogenous responses of students, parents and teachers can play in this process. There are two main obstacles driving this knowledge gap." p.1	Dismissive	Integrating Minorities in the Classroom:The Role of Students, Parents and Teachers	32429	NBER Working Paper 32429; May 2024	"This research was supported by the Australian Government through the Australian Research Council’s Centre of Excellence for Children and Families over the Life Course (Project ID CE200100025). The financial support from the Australian Research Council Discovery Project DP200102547 is gratefully acknowledged by Yves Zenou."	"The IZA Institute of Labor Economics is ... Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time."
	de Gendre,A., Karbownik, K., Salamanca,N., Zenou, Y.			"we offer some of the first estimates of the effects of exposure to minorities in the classroom identified using institutionally generated random variation. The two closest studies to ours are Antecol, Eren and Ozbeklik (2016) and Hoxby and Weingarth (2005)." p.3	1stness	Integrating Minorities in the Classroom:The Role of Students, Parents and Teachers	32429	NBER Working Paper 32429; May 2024	"This research was supported by the Australian Government through the Australian Research Council’s Centre of Excellence for Children and Families over the Life Course (Project ID CE200100025). The financial support from the Australian Research Council Discovery Project DP200102547 is gratefully acknowledged by Yves Zenou."	"The IZA Institute of Labor Economics is ... Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time."
	de Gendre,A., Karbownik, K., Salamanca,N., Zenou, Y.			"to the best of our knowledge, this is the first study that examines effects on behaviors and investments of students, parents, and teachers together with effects on test scores." p.5	1stness	Integrating Minorities in the Classroom:The Role of Students, Parents and Teachers	32429	NBER Working Paper 32429; May 2024	"This research was supported by the Australian Government through the Australian Research Council’s Centre of Excellence for Children and Families over the Life Course (Project ID CE200100025). The financial support from the Australian Research Council Discovery Project DP200102547 is gratefully acknowledged by Yves Zenou."	"The IZA Institute of Labor Economics is ... Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time."
	de Gendre,A., Karbownik, K., Salamanca,N., Zenou, Y.			"we provide some of the first evidence on education of Indigenous children, a group that has largely been omitted from research due to data limitations" p.6	1stness	Integrating Minorities in the Classroom:The Role of Students, Parents and Teachers	32429	NBER Working Paper 32429; May 2024	"This research was supported by the Australian Government through the Australian Research Council’s Centre of Excellence for Children and Families over the Life Course (Project ID CE200100025). The financial support from the Australian Research Council Discovery Project DP200102547 is gratefully acknowledged by Yves Zenou."	"The IZA Institute of Labor Economics is ... Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time."
37	Francisca M. Antman, Kirk B. Doran, Xuechao Qian & Bruce A. Weinberg			N/A		Demographic Diversity and Economic Research: Fields of Specialization and Research on Race, Ethnicity, and Inequality	32437	MAY 2024 - WORKING PAPER 32437
38	Francisca M. Antman, Kirk B. Doran, Xuechao Qian & Bruce A. Weinberg			N/A		Half Empty and Half Full? Women in Economics and the Rise in Gender-Related Research	32442	MAY 2024 - WORKING PAPER 32442
39	Krueger, D., Ludwig,A., Popova,I.	30		no DRs found		Shaping Inequality and Intergenerational Persistence of Poverty:Free College or Better Schools	32467	NBER Working Paper 32467; May 2024	Financial support from the German Research Foundation grant no. 462655750 is gratefully acknowledged.
40	Shumin Qiu, Claudia Steinwender & Pierre Azoulay			N/A		Paper Tiger? Chinese Science and Home Bias in Citations	32468	MAY 2024 - WORKING PAPER 32468
41	Looney, A. & Yannelis, C.	31		no DRs found		What Went Wrong with Federal Student Loans?	32469	NBER Working Paper 32469, May 2024
42	Card, D., Clark, L., Domnisoru, C., Taylor, L.	32		no DRs found		School Equalization in the Shadow of Jim Crow: Causes and Consequences of Resource Disparity in Mississippi circa 1940	32496	NBER Working Paper 32496; May 2024	The work was funded by NIH, and is acknowledged in the paper.
43	Robynn J.A. Cox, Jamein P. Cunningham & Alberto Ortega			N/A		The Impact of Affirmative Action Litigation on Police Killings of Civilians	32502	MAY 2024 - WORKING PAPER 32502
44	John Y. Campbell, Jeremy C. Stein & Alex A. Wu			N/A		Economic Budgeting for Endowment-Dependent Universities	32506	MAY 2024 - WORKING PAPER 32506
45	Bhatt, M.P, Guryan, J., Khan, S.A., LaForest-Tucker, M., Mishra, B.	33		no DRs found		Can Technology Facilitate Scale? Evidence from a Randomized Evaluation of High Dosage Tutoring	32510	NBER Working Paper 32510; June 2024	This paper was made possible by the generous support of the AbbVie Foundation, Arnold Ventures, Griffin Catalyst, Overdeck Family Foundation, and the UChicago Crime Lab and Education Lab Investors’ Council.
46	Carlana, M., Miglino, E., Tincani, M.M	34	20	However, the benefits for disadvantaged students with lower academic preparation remain an open question, as much of the prior work has centered on relatively high-achieving underrepresented applicants, page 2;	Dismissive	How Far Can Inclusion Go? The Long-term Impacts of Preferential College Admissions	32525	NBER Working Paper 32525; June 2024	we acknowledge support from HKS Malcolm Wiener Center for Social Policy
	Carlana, M., Miglino, E., Tincani, M.M			The paper contributes several novel findings to the literature on college admissions, page 7	1stness	How Far Can Inclusion Go? The Long-term Impacts of Preferential College Admissions	32525	NBER Working Paper 32525; June 2024	we acknowledge support from HKS Malcolm Wiener Center for Social Policy
	Carlana, M., Miglino, E., Tincani, M.M			Prior studies have mostly focused on examining the impacts on untargeted advantaged students, either those displaced, page 6; from college opportunities (Black, Denning, and Rothstein, 2023; Bleemer, 2021; Otero, Barahona, and Dobbin, 2023), or college incumbents, page 7	Denigrating	How Far Can Inclusion Go? The Long-term Impacts of Preferential College Admissions	32525	NBER Working Paper 32525; June 2024	we acknowledge support from HKS Malcolm Wiener Center for Social Policy
47	Giuntella, O., Saccardo, S., Sadoff, S.	35	21	There is growing evidence on the importance of sleep for productivity, but little is known about the impact of interventions targeting sleep, abstract;	Dismissive	Sleep:Educational Impact and Habit Formation	32550	NBER Working Paper 32550; June 2024	We received generous funding from J-PAL North America(Sadoff), the National Institute of Aging(Saccardo, Grant #P30AG034546) and the Pitt Healthy Lifestyle Institute Pilot and Feasibility project(Giuntella).
	Giuntella, O., Saccardo, S., Sadoff, S.			Yet, little is known about whether interventions targeting sleep can improve productivity and performance, In contrast, the only field experiment to test the impact of sleep interventions does not find an impact of increased nighttime sleep on productivity among highly sleep deprived workers in India (Bessone et al., 2021). It remains an open question, page 1.	Dismissive	Sleep:Educational Impact and Habit Formation	32550	NBER Working Paper 32550; June 2024	We received generous funding from J-PAL North America(Sadoff), the National Institute of Aging(Saccardo, Grant #P30AG034546) and the Pitt Healthy Lifestyle Institute Pilot and Feasibility project(Giuntella).
	Giuntella, O., Saccardo, S., Sadoff, S.			Our study is the first to show that an intervention targeting sleep can improve academic performance. Page 4	1stness	Sleep:Educational Impact and Habit Formation	32550	NBER Working Paper 32550; June 2024	We received generous funding from J-PAL North America(Sadoff), the National Institute of Aging(Saccardo, Grant #P30AG034546) and the Pitt Healthy Lifestyle Institute Pilot and Feasibility project(Giuntella).
	Giuntella, O., Saccardo, S., Sadoff, S.			None of these studies exogenously vary sleep or test policies to improve sleep habits. Page 4	Denigrating	Sleep:Educational Impact and Habit Formation	32550	NBER Working Paper 32550; June 2024	We received generous funding from J-PAL North America(Sadoff), the National Institute of Aging(Saccardo, Grant #P30AG034546) and the Pitt Healthy Lifestyle Institute Pilot and Feasibility project(Giuntella).
48	David Simon, Aaron Sojourner, Jon Pedersen & Heidi Ombisa Skallet			N/A		Financial Incentives for Adoption and Kin Guardianship Improve Achievement for Foster Children	32560	JUNE 2024 - WORKING PAPER 32560
49	Randall Akee & Leah R. Clark	36	22	"Despite growing demand for universal preschool, little evidence exists on the effects of preschool on adult labor market outcomes" p.1	Dismissive	Preschool Lottery Admissions and Its Effects on Long-Run Earnings and Outcomes	32570	JUNE 2024 - WORKING PAPER 32570
	Randall Akee & Leah R. Clark			"Prior research for the U.S. does not have well-measured earnings or income data for treated populations; outcomes have focused on educational achievement, criminality, and postsecondary educational attainment." p.3	Denigrating	Preschool Lottery Admissions and Its Effects on Long-Run Earnings and Outcomes	32570	JUNE 2024 - WORKING PAPER 32570
50	Germán J. Reyes, Evan Riehl & Ruqing Xu	37	23	"our paper is unique within research in the economics of education in showing that higher stakes can increase the informativeness of exams." p.4	1stness	Stakes and Signals: An Empirical Investigation of Muddled Information in Standardized Testing	32608	JUNE 2024 - WORKING PAPER 32608
	Germán J. Reyes, Evan Riehl & Ruqing Xu			"Yet ours is the first paper in this literature to use data on longer-run outcomes to directly test how the informativeness of scores varies between high- and low-stakes exams. We show that, in the context of college admissions, higher stakes tests can provide a better signal of students’ academic potentia" p.4l	1stness	Stakes and Signals: An Empirical Investigation of Muddled Information in Standardized Testing	32608	JUNE 2024 - WORKING PAPER 32608
51	Anna Aizer, Adriana Lleras-Muney & Katherine Michelmore			N/A		The Effects of the 2021 Child Tax Credit on Child Developmental Outcomes	32609	JUNE 2024 - WORKING PAPER 32609
52	Luis F. Faundez & Robert Kaestner	38	24	"While it is widely documented that family income and child achievement are positively correlated, there is relatively little information about the association between family wealth and child academic and emotional development" p.3	Dismissive	Wealth at Birth and its Effect on Child Academic Achievement and Behavioral Problems	32628	JULY 2024 - WORKING PAPER 32628
	Luis F. Faundez & Robert Kaestner			"There are relatively few studies that have examined how family wealth affects children’s academic achievement. … This is surprising because of the large and widely documented inequality in wealth in our society, particularly by race and ethnicity" pp.3-4	Dismissive	Wealth at Birth and its Effect on Child Academic Achievement and Behavioral Problems	32628	JULY 2024 - WORKING PAPER 32628
	Luis F. Faundez & Robert Kaestner			"In contrast, using contemporaneous, or even post-birth measures of wealth, as almost all prior studies have done, is clearly problematic from an empirical perspective because investments in children may influence wealth" p/4	Denigrating	Wealth at Birth and its Effect on Child Academic Achievement and Behavioral Problems	32628	JULY 2024 - WORKING PAPER 32628
	Luis F. Faundez & Robert Kaestner			"We also provide a more comprehensive analysis than previous studies" p.5	Denigrating	Wealth at Birth and its Effect on Child Academic Achievement and Behavioral Problems	32628	JULY 2024 - WORKING PAPER 32628
	Luis F. Faundez & Robert Kaestner			"In sum, we provide one of the most comprehensive analysis to date of the relationship between family wealth and child academic achievement and socioemotional behavior." p.6	Denigrating	Wealth at Birth and its Effect on Child Academic Achievement and Behavioral Problems	32628	JULY 2024 - WORKING PAPER 32628
53	Eric A. Hanushek, Andrew J. Morgan, Steven G. Rivkin, Jeffrey C. Schiman, Ayman Shakeel & Lauren Sartain	39	25	"Effective leadership is often assumed to be a key element of successful schools, but conceptual and data limitations have complicated the identification of the principal’s contribution to school quality and hampered the assessment of this assumption." p.1	Denigrating	The Lasting Impacts of Middle School Principals	32642	JULY 2024 - WORKING PAPER 32642	"This research has been supported by the Laura and John Arnold Foundation, the Smith Richardson Foundation, and CALDER"
	Eric A. Hanushek, Andrew J. Morgan, Steven G. Rivkin, Jeffrey C. Schiman, Ayman Shakeel & Lauren Sartain			"A growing body of research investigates the principal’s contributions to variation in student outcomes, similar to studies on schools and teachers including the aforementioned work by Chetty, Friedman, and Rockoff (2014a), Jackson (2018) and Jackson et al. (2020)." p.3	Dismissive	The Lasting Impacts of Middle School Principals	32642	JULY 2024 - WORKING PAPER 32642	"This research has been supported by the Laura and John Arnold Foundation, the Smith Richardson Foundation, and CALDER"
54	Davide Malacrino, Samuel Nocito & Raffaele Saggio	40		no DRs found		Do Reforms Aimed at Reducing Time to Graduation Work? Evidence from the Italian Higher Education System	32659	JULY 2024 - WORKING PAPER 32659
55	Christoph Carnehl, Marco Ottaviani & Justus Preusser			N/A		Designing Scientific Grants	32668	JULY 2024 - WORKING PAPER 32668
56	Patrick Agte, Claudia Allende, Adam Kapor, Christopher Neilson & Fernando Ochoa	41		no DRs found		Search and Biased Beliefs in Education Markets	32670	JULY 2024 - WORKING PAPER 32670	"This project was funded in part by the National Science Foundation Grant Award #1919504, titled 'Biased Beliefs and Search in Education Markets.'"
57	Victor Lavy & Rigissa Megalokonomou	42	26	"Our study is the first in which students’ test scores are measured in many subjects and on high-stakes exams that matter for other adult outcomes." p.5	1stness	Alternative Measures of Teachers’ Value Added and Impact on Short and Long-Term Outcomes: Evidence From Random Assignment	32671	JULY 2024 - WORKING PAPER 32671	"Rigissa Megalokonomou acknowledges research support from the University of Queensland BEL Early Career Grant (No: UQECR1833757) and the Monash University, Monash Establishment Grant (No: 1755774)."
	Victor Lavy & Rigissa Megalokonomou			"Our study is the first to show high persistency in same-teacher VA measures across time, in differen classes, and in grades." p.5	1stness	Alternative Measures of Teachers’ Value Added and Impact on Short and Long-Term Outcomes: Evidence From Random Assignment	32671	JULY 2024 - WORKING PAPER 32671	"Rigissa Megalokonomou acknowledges research support from the University of Queensland BEL Early Career Grant (No: UQECR1833757) and the Monash University, Monash Establishment Grant (No: 1755774)."
	Victor Lavy & Rigissa Megalokonomou			"We are unaware of another study that considers such evidence, which is likely important for understanding disparities in gender earnings and career advancement" p.5	1stness	Alternative Measures of Teachers’ Value Added and Impact on Short and Long-Term Outcomes: Evidence From Random Assignment	32671	JULY 2024 - WORKING PAPER 32671	"Rigissa Megalokonomou acknowledges research support from the University of Queensland BEL Early Career Grant (No: UQECR1833757) and the Monash University, Monash Establishment Grant (No: 1755774)."
	Victor Lavy & Rigissa Megalokonomou			"Another unique aspect of this paper is that we measure teachers’ impact beyond test scores, particularly on the choice of field of study, and find that this effect is the same for male and female students." p.5	1stness	Alternative Measures of Teachers’ Value Added and Impact on Short and Long-Term Outcomes: Evidence From Random Assignment	32671	JULY 2024 - WORKING PAPER 32671	"Rigissa Megalokonomou acknowledges research support from the University of Queensland BEL Early Career Grant (No: UQECR1833757) and the Monash University, Monash Establishment Grant (No: 1755774)."
58	Laura Kawano, Bruce Sacerdote, William L. Skimmyhorn & Michael Stevens	43		no DRs found		On the Determinants of Young Adult Outcomes: Impacts of Randomly Assigned Neighborhoods For Children in Military Families	32674	JULY 2024 - WORKING PAPER 32674
59	Patrick Lehnert, Madison Dell, Uschi Backes-Gellner & Eric Bettinger	44	27	"Despite worldwide expansion of higher education, the impact of higher education institutions on local economic activity is still poorly understood" Abstract	Dismissive	The Effect of Postsecondary Educational Institutions on Local Economies: A Bird’s-Eye View	32679	JULY 2024 - WORKING PAPER 32679
	Patrick Lehnert, Madison Dell, Uschi Backes-Gellner & Eric Bettinger			"To overcome the lack of adequate data, we use a novel proxy for regional economic activity based on daytime satellite imagery" Abstract	1stness, Dismissive	The Effect of Postsecondary Educational Institutions on Local Economies: A Bird’s-Eye View	32679	JULY 2024 - WORKING PAPER 32679
	Patrick Lehnert, Madison Dell, Uschi Backes-Gellner & Eric Bettinger			"However, evidence on fostering regional, and particularly local, economic growth remains elusive" p.2	Dismissive	The Effect of Postsecondary Educational Institutions on Local Economies: A Bird’s-Eye View	32679	JULY 2024 - WORKING PAPER 32679
	Patrick Lehnert, Madison Dell, Uschi Backes-Gellner & Eric Bettinger			"The scarcity of evidence on local economic growth results mainly from the lack of appropriate data at sufficiently disaggregated regional levels and for the required time periods" p.2	Dismissive	The Effect of Postsecondary Educational Institutions on Local Economies: A Bird’s-Eye View	32679	JULY 2024 - WORKING PAPER 32679
	Patrick Lehnert, Madison Dell, Uschi Backes-Gellner & Eric Bettinger			"Our paper provides novel evidence on the local economic impact of the large post secondary education expansion that took place in the U.S. since the 1980s" p.3	1stness	The Effect of Postsecondary Educational Institutions on Local Economies: A Bird’s-Eye View	32679	JULY 2024 - WORKING PAPER 32679
	Patrick Lehnert, Madison Dell, Uschi Backes-Gellner & Eric Bettinger			"We construct two novel datasets to study the relationships for Tennessee and Texas as two exemplary cases of the U.S. expansion." p.35	1stness	The Effect of Postsecondary Educational Institutions on Local Economies: A Bird’s-Eye View	32679	JULY 2024 - WORKING PAPER 32679
60	Rene A. Iwo, Elizabeth Frankenberg, Cecep Sumantri & Duncan Thomas	45	28	"Although few papers address the impact of disaster exposures on aspirations," p.5	Dismissive	Extreme Events, Educational Aspirations and Long-term Outcomes	32702	JULY 2024 - WORKING PAPER 32702	"We are grateful for financial support from the National Institute of Child Health and Human Development (R01HD052762, R01HD051970, P2C HD050924), the National Institute on Aging (R01AG031266, R01AG065395) the National Science Foundation (CMS-0527763), the Hewlett Foundation, the World Bank and the MacArthur Foundation (05-85158-000)."
	Rene A. Iwo, Elizabeth Frankenberg, Cecep Sumantri & Duncan Thomas			"Relatively little is known about how aspirations shape educational outcomes in lower- and middle-income contexts" p.25	Dismissive	Extreme Events, Educational Aspirations and Long-term Outcomes	32702	JULY 2024 - WORKING PAPER 32702	"We are grateful for financial support from the National Institute of Child Health and Human Development (R01HD052762, R01HD051970, P2C HD050924), the National Institute on Aging (R01AG031266, R01AG065395) the National Science Foundation (CMS-0527763), the Hewlett Foundation, the World Bank and the MacArthur Foundation (05-85158-000)."
61	Catalina Amuedo-Dorantes, Monica Deza, Genti Kostandini & Tianyuan Luo	46	29	"While the preceding literature has paid close attention to the immediate effect of extending driving privileges to undocumented immigrants, less attention has been paid to the effect these policies may have on undocumented immigrants’ children –a new generation of Americans." p.1	Dismissive	Driving Towards Integration: Early Childhood Education Implications of Extending Driving Privileges to Undocumented Immigrants	32723	JULY 2024 - WORKING PAPER 32723
62	Sarah Cohodes & Astrid Pineda	47	30	"With much policy and research in the United States focused on college access, we know less about how K–12 educational experiences contribute to college success (Dynarski et al., 2023)." p.1	Dismissive	Different Paths to College Success: The Impact of Massachusetts’ Charter Schools on College Trajectories	32732	JULY 2024 - WORKING PAPER 32732	"Thanks also go to the City Fund and Blueprint Labs for financial support for this project. Cohodes’s contribution to the preparation of this manuscript was funded by a grant from the Research Council of Norway, Project Number 325245. Pineda was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305B200017 to Teachers College Columbia University."
	Sarah Cohodes & Astrid Pineda			"However, there is much less evidence on nonurban charter schools and nontest outcomes." p.1	Dismissive	Different Paths to College Success: The Impact of Massachusetts’ Charter Schools on College Trajectories	32732	JULY 2024 - WORKING PAPER 32732
63	Esther Duflo, Pascaline Dupas, Elizabeth Spelke & Mark P. Walsh	48	31	"But despite its prominence in public discourse, rigorous evidence to back it has been scarce." p.1	Dismissive, Denigrating	Intergenerational Impacts of Secondary Education: Experimental Evidence from Ghana	32742	JULY 2024 - WORKING PAPER 32742	"The funding for this study was provided by the British Academy, the JPAL Post-Primary Education Initiative, and USAID-DIV."
	Esther Duflo, Pascaline Dupas, Elizabeth Spelke & Mark P. Walsh			"However, establishing a causal link between education and future family outcomes is difficult. … To fill this gap, we provide what is, to the best of our knowledge, the first experimental evidence on the impact of secondary education on …." p.5	1stness, Dismissive	Intergenerational Impacts of Secondary Education: Experimental Evidence from Ghana	32742	JULY 2024 - WORKING PAPER 32742	"The funding for this study was provided by the British Academy, the JPAL Post-Primary Education Initiative, and USAID-DIV."
	Esther Duflo, Pascaline Dupas, Elizabeth Spelke & Mark P. Walsh			"However, we are able to track fertility over a longer time period, which enables us to learn that the total fertility of women who receive a scholarship eventually catches-up to the total fertility of those who did not, but their children are born later, and are more likely to be wanted." p.5	1stness	Intergenerational Impacts of Secondary Education: Experimental Evidence from Ghana	32742	JULY 2024 - WORKING PAPER 32742	"The funding for this study was provided by the British Academy, the JPAL Post-Primary Education Initiative, and USAID-DIV."
	Esther Duflo, Pascaline Dupas, Elizabeth Spelke & Mark P. Walsh			"To our knowledge, our study is the first to estimate the intergenerational impacts of secondary education on child mortality and cognitive development and in a low- or middle-income country." p.6	1stness	Intergenerational Impacts of Secondary Education: Experimental Evidence from Ghana	32742	JULY 2024 - WORKING PAPER 32742	"The funding for this study was provided by the British Academy, the JPAL Post-Primary Education Initiative, and USAID-DIV."
	Esther Duflo, Pascaline Dupas, Elizabeth Spelke & Mark P. Walsh			"In addition, by randomizing secondary school scholarships to individuals, we avoid the potential identification concerns plaguing past studies." p.6	Denigrating	Intergenerational Impacts of Secondary Education: Experimental Evidence from Ghana	32742	JULY 2024 - WORKING PAPER 32742	"The funding for this study was provided by the British Academy, the JPAL Post-Primary Education Initiative, and USAID-DIV."
	Esther Duflo, Pascaline Dupas, Elizabeth Spelke & Mark P. Walsh			"While mothers’ education has long been assumed to have a range of positive impacts on children, rigorous evidence to back this claim had been lacking." p.31	Dismissive, Denigrating	Intergenerational Impacts of Secondary Education: Experimental Evidence from Ghana	32742	JULY 2024 - WORKING PAPER 32742	"The funding for this study was provided by the British Academy, the JPAL Post-Primary Education Initiative, and USAID-DIV."
64	Jeffrey T. Denning & Lesley J. Turner	49	32	"Despite the growing prevalence of post-baccalaureate education, we know comparatively little about variation in outcomes for graduate education and, in particular, the extent to which graduate students successfully complete their degrees." p.1	Dismissive	The Graduation Part II: Graduate School Graduation Rates	32749	JULY 2024 - WORKING PAPER 32749	"This work was generously funded by Arnold Ventures."
	Jeffrey T. Denning & Lesley J. Turner			"To our knowledge, our paper is the first to provide systematic evidence on how graduation rates vary across graduate programs, by field of study, and across institutions" p.3	1stness	The Graduation Part II: Graduate School Graduation Rates	32749	JULY 2024 - WORKING PAPER 32749	"This work was generously funded by Arnold Ventures."
	Jeffrey T. Denning & Lesley J. Turner			"There are two reasons why policymakers and researchers have spent much less time on measuring and understanding graduation rates for graduate school. First, data on graduate students and their programs of study is not widely available. Our detailed, student-level administrative data allow us to overcome this barrier." p.3	1stness, Dismissive	The Graduation Part II: Graduate School Graduation Rates	32749	JULY 2024 - WORKING PAPER 32749	"This work was generously funded by Arnold Ventures."
	Jeffrey T. Denning & Lesley J. Turner			"We document several new facts about graduate program completion in this paper." p.10	1stness	The Graduation Part II: Graduate School Graduation Rates	32749	JULY 2024 - WORKING PAPER 32749	"This work was generously funded by Arnold Ventures."
65	William J. Collins & Ariell Zimran			N/A		Who Benefited from World War II Service and the GI Bill? New Evidence on Heterogeneous Effects for US Veterans	32774	AUGUST 2024 - WORKING PAPER 32774
66	Francisca M. Antman, Brian Duncan & Michael F. Lovenheim	50		no DRs found		The Long-Run Impacts of Banning Affirmative Action in US Higher Education	32778	AUGUST 2024 - WORKING PAPER 32778	"Antman acknowledges partial research support from the National Science Foundation, under NSF Award Number SES: 2121120."
67	Mabel Andalón, Catherine de Fontenay, Donna K. Ginther & Kwanghui Lim	51		no DRs found		The Rise of Teamwork and Career Prospects in Academic Science	32827	AUGUST 2024 - WORKING PAPER 32827	"Ginther acknowledges funding from NSF grant number SMA-1854849. We acknowledge funding from ARC Grant DP1095010 and IPRIA.org."
68	Melissa Arnold Lyon, Matthew A. Kraft & Matthew P. Steinberg	52	33	"We present the first credible estimates of the effect of teacher strikes on student achievement in the U.S." p.5	1stness, Denigrating	The Causes and Consequences of U.S. Teacher Strikes	32862	AUGUST 2024 - WORKING PAPER 32862	"This research was supported by a NAEd/Spencer Postdoctoral Fellowship awarded to Lyon.
	Melissa Arnold Lyon, Matthew A. Kraft & Matthew P. Steinberg			"To our knowledge, no study has examined the direct effect of teacher strikes on teacher compensation or working conditions" p.15	Dismissive	The Causes and Consequences of U.S. Teacher Strikes	32862	AUGUST 2024 - WORKING PAPER 32862	"This research was supported by a NAEd/Spencer Postdoctoral Fellowship awarded to Lyon.
69	Elizabeth Setren	53		no DRs found		Busing to Opportunity? The Impacts of the METCO Voluntary School Desegregation Program on Urban Students of Color	32864	AUGUST 2024 - WORKING PAPER 32864	"The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A200060 to NBER. ... The Boston Foundation, The Spencer Foundation, and The Russell Sage Foundation also provided generous financial support for this project."
70	Eric Brunner, Shaun Dougherty & Stephen Ross	54	34	"However, to the best of our knowledge, the only study to examine labor market outcomes more than two years after graduation found no evidence of better long-term outcomes for CTE participants (Wagner et al. 2016)." p.2	1stness	Can Technical Education in High School Smooth Postsecondary Transitions for Students with Disabilities?	32867	AUGUST 2024 - WORKING PAPER 32867	"We thank the Institute for Education Sciences for financial support under grant number R305A160195, and personnel at the State of Connecticut Departments of Education and Labor, as well as the State P20Win program, for their support in completing this project"
71	Ofer Malamud, Andreea Mitrut, Cristian Pop-Eleches & Miguel Urquiola	55	35	"There is much less evidence on the causal impact of tracking on non-cognitive skills" p.1	Dismissive	Self-, Peer-, and Teacher Perceptions under School Tracking	32892	SEPTEMBER 2024 - WORKING PAPER 32892	"For financial support, we are grateful to the Center for Development Economics and Policy (CDEP) and the Faculty Grants Program at SIPA (Columbia). Andreea Mitrut gratefully acknowledges support from the Riksbankens Jubileumsfond (P17-0122:1)."
	Ofer Malamud, Andreea Mitrut, Cristian Pop-Eleches & Miguel Urquiola			"This unique setup enables us to implement two empirical approaches." p.3	1stness	Self-, Peer-, and Teacher Perceptions under School Tracking	32892	SEPTEMBER 2024 - WORKING PAPER 32892	"For financial support, we are grateful to the Center for Development Economics and Policy (CDEP) and the Faculty Grants Program at SIPA (Columbia). Andreea Mitrut gratefully acknowledges support from the Riksbankens Jubileumsfond (P17-0122:1)."
	Ofer Malamud, Andreea Mitrut, Cristian Pop-Eleches & Miguel Urquiola			"However, many of these studies have small samples or lack a compelling research design for causal identification." p.4	Denigrating	Self-, Peer-, and Teacher Perceptions under School Tracking	32892	SEPTEMBER 2024 - WORKING PAPER 32892	"For financial support, we are grateful to the Center for Development Economics and Policy (CDEP) and the Faculty Grants Program at SIPA (Columbia). Andreea Mitrut gratefully acknowledges support from the Riksbankens Jubileumsfond (P17-0122:1)."
	Ofer Malamud, Andreea Mitrut, Cristian Pop-Eleches & Miguel Urquiola			"Our study has several distinct features relative to existing research on tracking and student perceptions" p,4	1stness	Self-, Peer-, and Teacher Perceptions under School Tracking	32892	SEPTEMBER 2024 - WORKING PAPER 32892	"For financial support, we are grateful to the Center for Development Economics and Policy (CDEP) and the Faculty Grants Program at SIPA (Columbia). Andreea Mitrut gratefully acknowledges support from the Riksbankens Jubileumsfond (P17-0122:1)."
72	Dan C. Dewey, Erin M. Fahle, Thomas J. Kane, Sean F. Reardon & Douglas O. Staiger	56		no DRs found		Federal Pandemic Relief and Academic Recovery	32897	SEPTEMBER 2024 - WORKING PAPER 32897	"The research was supported by grants from the Carnegie Corporation of New York, Bloomberg Philanthropies, and Kenneth C. Griffin. The Bill & Melinda Gates Foundation has separately provided funding to the Stanford Education Data Archive."
73	Sule Alan, Michela Carlana & Marinella Leone	57	36	"First, to the best of our knowledge, this is the first study to show that revealing the extent of social isolation to teachers, coupled with information on its risks and how to prevent them, can reduce social isolation and antisocial behavior in the classroom." p.3	1stness	Inclusive Teaching: Spotting Social Isolation in the Classroom	32954	SEPTEMBER 2024 - WORKING PAPER 32954	"We acknowledge financial support from the JPAL-European Social Inclusion Initiative. Marinella Leone also acknowledges financial support from European Union’s - Next Generation EU program through the Italian PRIN 2022, grant n.20228W79W3, CUP F53D23002980001."
74	Kimberly Dadisman, Andre Nickow & Philip Oreopoulos	58	37	"While substantial progress has been made toward addressing these questions in recent years, there have been few attempts to systematically synthesize the evidence thus far with a view toward scaling and policy implications. This paper works toward filling this gap through ...." Abstract	Dismissive	The Impact of Early Childhood Parenting Interventions on Child Learning: A Systematic Review and Meta- Analysis	32959	SEPTEMBER 2024 - WORKING PAPER 32959	"We are greatful to ... funding from the Social Sciences and Humanities Research Council of Canada and the Jameel Poverty Action Lab North America."
	Kimberly Dadisman, Andre Nickow & Philip Oreopoulos			"However, the circumstances under which these programs are effective and particularly the question of whether and how such programs can be effectively disseminated and scaled in particular settings remain an open question." p.1	Dismissive	The Impact of Early Childhood Parenting Interventions on Child Learning: A Systematic Review and Meta- Analysis	32959	SEPTEMBER 2024 - WORKING PAPER 32959	"We are greatful to ... funding from the Social Sciences and Humanities Research Council of Canada and the Jameel Poverty Action Lab North America."
	Kimberly Dadisman, Andre Nickow & Philip Oreopoulos			"However, these meta-analyses rely almost exclusively on pooled impacts from diverse studies with differing contexts, limiting their ability to inform education policy. The estimates reflect “a hodgepodge of programs” that are “assessed using diverse measures on diverse populations”; drawing inference from pooled impacts in this context leads to “comparisons of incomparables” (García & Heckman, 2023, p. 350-351)." p.4	Denigrating	The Impact of Early Childhood Parenting Interventions on Child Learning: A Systematic Review and Meta- Analysis	32959	SEPTEMBER 2024 - WORKING PAPER 32959	"We are greatful to ... funding from the Social Sciences and Humanities Research Council of Canada and the Jameel Poverty Action Lab North America."
	Kimberly Dadisman, Andre Nickow & Philip Oreopoulos			"Surprisingly, no review to date has focused specifically on learning outcomes, ... The present review contributes to the emerging sector-specific evaluation synthesis literature on EC parenting programs by filling this gap." p.6	Dismissive	The Impact of Early Childhood Parenting Interventions on Child Learning: A Systematic Review and Meta- Analysis	32959	SEPTEMBER 2024 - WORKING PAPER 32959	"We are greatful to ... funding from the Social Sciences and Humanities Research Council of Canada and the Jameel Poverty Action Lab North America."
75	Peter Arcidiacono, Karthik Muralidharan & John D. Singleton	59		no DRs found		Experimentally Validating Welfare Evaluation of School Vouchers	32968	SEPTEMBER 2024 - WORKING PAPER 32968
76	Amy O'Hara, Stephanie Straus, Ron Borzekowski, Paul Arnsberger & Barry Johnson			N/A		A Secure Query System to Improve Access to Individual Income Tax Data	32969	SEPTEMBER 2024 - WORKING PAPER 32969
77	Alison W. Baulos, Jorge Luis García & James J. Heckman	60	38	"For Perry, we dug deeper into the original data archive and recovered the Parental Attitude Research Instrument. These data had never previously been analyzed. " p.18	1stness	Perry Preschool at 50: What Lessons Should Be Drawn and Which Criticisms Ignored?	32972	SEPTEMBER 2024 - WORKING PAPER 32972	"This research was partly supported by NIH grants NICHD R37HD065072 and R01HD103666. The Midlife data were collected by the National Opinion Research Center (NORC) under NIA R01AG042390."
78	Matias Busso, Sebastián Montaño, Juan S. Muñoz-Morales & Nolan G. Pope	61		no DRs found		The Unintended Consequences of Merit-based Teacher Selection: Evidence from Large-scale Reform in Colombia	33008	SEPTEMBER 2024 - WORKING PAPER 33008
79	Christopher Campos	62	39	"However, much of the existing evidence tends to rely on revealed preference arguments whose inferences are complicated by imperfect information (Abaluck and Compiani, 2020)." p.1	Denigrating	Social Interactions, Information, and Preferences for Schools: Experimental Evidence from Los Angeles	33010	SEPTEMBER 2024 - WORKING PAPER 33010
	Christopher Campos			"Both measures have been extensively studied in prior work, but to date, we have a limited understanding of what parents actually know about them when they make decisions." p.1	Dismissive	Social Interactions, Information, and Preferences for Schools: Experimental Evidence from Los Angeles	33010	SEPTEMBER 2024 - WORKING PAPER 33010
	Christopher Campos			"An abundance of anecdotal and descriptive evidence alludes to the importance of social interactions (Schneider et al., 2000), but no causal evidence exists demonstrating its importance for engaging and interpreting information in the context of school choice." p.1	Dismissive, Denigrating	Social Interactions, Information, and Preferences for Schools: Experimental Evidence from Los Angeles	33010	SEPTEMBER 2024 - WORKING PAPER 33010
	Christopher Campos			"I also find sizable spillover effects, statistically and nominally equivalent to treatment effects, the first evidence that social interactions matter for engaging with information in school choice environments" p.2	1stness	Social Interactions, Information, and Preferences for Schools: Experimental Evidence from Los Angeles	33010	SEPTEMBER 2024 - WORKING PAPER 33010
	Christopher Campos			"Despite advances in understanding preferences, most studies rely on revealed preference arguments, leaving room for misinterpretation due to imperfect information." p.4	Denigrating	Social Interactions, Information, and Preferences for Schools: Experimental Evidence from Los Angeles	33010	SEPTEMBER 2024 - WORKING PAPER 33010
	Christopher Campos			"This paper addresses this gap by providing the first evidence on the joint distribution of families’ beliefs about peer and school quality in the United States." p.4	1stness	Social Interactions, Information, and Preferences for Schools: Experimental Evidence from Los Angeles	33010	SEPTEMBER 2024 - WORKING PAPER 33010
	Christopher Campos			"However, most existing research, with the exception of Ainsworth et al. (2023), focuses on peer quality and does not differentiate between preferences for peer and school quality. This paper advances the literature by distinguishing between families’ responsiveness to peer and school quality information." p.4	Denigrating	Social Interactions, Information, and Preferences for Schools: Experimental Evidence from Los Angeles	33010	SEPTEMBER 2024 - WORKING PAPER 33010
	Christopher Campos			"This is the first paper to show the relevance of social interactions for preference formation discussed in nascent theoretical literature. pp.25-26	1stness	Social Interactions, Information, and Preferences for Schools: Experimental Evidence from Los Angeles	33010	SEPTEMBER 2024 - WORKING PAPER 33010
80	Sadegh S.M. Eshaghnia, James J. Heckman, Rasmus Landersø & Rafeh Qureshi	63		no DRs found		Transmission of Family Influence	33023	OCTOBER 2024 - WORKING PAPER 33023	"This research was supported in part by an anonymous funder, the ROCKWOOL Foundation, and NIH grant NICHD R37HD065072."
81	John A. List & Haruka Uchida	64	40	"First, our two stages of randomization address key confounds present in work investigating the drivers of fade-out in ECE. This work has been largely correlational, examining key issues such as how skills relate to post-preschool educational inputs such as elementary school curricula (Jenkins et al., 2018) and class size (Magnuson et al., 2007)." p.3	Denigrating	Here Today, Gone Tomorrow? Toward an Understanding of Fade-out in Early Childhood Education Programs	33027	OCTOBER 2024 - WORKING PAPER 33027
82	John Eric Humphries, Christopher Neilson, Xiaoyang Ye & Seth D. Zimmerman	65	41	"Despite the central role of labor market opportunity for parents in the case for UPK, evidence on how UPK affects parents’ earnings is limited." p.1	Dismissive	Parents' Earnings and the Returns to Universal Pre-Kindergarten	33038	OCTOBER 2024 - WORKING PAPER 33038	"This research received financial support from the Tobin Center for Economic Policy. Neilson discloses that he is the CEO of and has a financial stake in TetherEd, a firm that provides school choice support services to school systems, including to the New Haven public schools. Zimmerman discloses that he holds a volunteer position as a member of the Connecticut State Board of Education and that he has a financial stake in TetherEd."
	John Eric Humphries, Christopher Neilson, Xiaoyang Ye & Seth D. Zimmerman			"Existing work relies on non-randomized research designs and typically cannot rule out null effects, though often with wide confidence bounds (Fitzpatrick, 2010; Cascio and Schanzenbach, 2013; Cascio, 2021)." p.1	Denigrating	Parents' Earnings and the Returns to Universal Pre-Kindergarten	33038	OCTOBER 2024 - WORKING PAPER 33038	"This research received financial support from the Tobin Center for Economic Policy. Neilson discloses that he is the CEO of and has a financial stake in TetherEd, a firm that provides school choice support services to school systems, including to the New Haven public schools. Zimmerman discloses that he holds a volunteer position as a member of the Connecticut State Board of Education and that he has a financial stake in TetherEd."
	John Eric Humphries, Christopher Neilson, Xiaoyang Ye & Seth D. Zimmerman			"We use data from admissions lotteries in a large extended-day UPK program in New Haven, Connecticut to provide the first randomized evaluation of the effects of UPK enrollment on parents’ labor market outcomes." p.1	1stness	Parents' Earnings and the Returns to Universal Pre-Kindergarten	33038	OCTOBER 2024 - WORKING PAPER 33038	"This research received financial support from the Tobin Center for Economic Policy. Neilson discloses that he is the CEO of and has a financial stake in TetherEd, a firm that provides school choice support services to school systems, including to the New Haven public schools. Zimmerman discloses that he holds a volunteer position as a member of the Connecticut State Board of Education and that he has a financial stake in TetherEd."
83	Elise A. Marifian, Jeffrey A. Smith & Sarah Turner	66		no DRs found		Bucky, Becky, and Student Financial Aid Policy Design	33053	OCTOBER 2024 - WORKING PAPER 33053
84	Panle Jia Barwick, Siyu Chen, Chao Fu & Teng Li	67	42	"We present, to our knowledge, the first estimates of both behavioral spillover and contextual peer effects, as well as the first comprehensive evidence of how own and peers’ mobile app usage affects academic performance, physical health, and labor market outcomes." Abstract	1stness	Digital Distractions with Peer Influence: The Impact of Mobile App Usage on Academic and Labor Market Outcomes	33054	OCTOBER 2024 - WORKING PAPER 33054
	Panle Jia Barwick, Siyu Chen, Chao Fu & Teng Li			"Despite the widespread concerns about app overuse and government policy responses, little is known (rigorously) about the long-term implications of app usage for individuals’ and their peers’ human capital development and for the aggregate labor market." p.1	Dismissive	Digital Distractions with Peer Influence: The Impact of Mobile App Usage on Academic and Labor Market Outcomes	33054	OCTOBER 2024 - WORKING PAPER 33054
	Panle Jia Barwick, Siyu Chen, Chao Fu & Teng Li			"we take a step forward to address this issue and present, to our knowledge, the first comprehensive evidence of how app usage by individuals and their peers affects academic performance, physical well-being," p.1	1stness	Digital Distractions with Peer Influence: The Impact of Mobile App Usage on Academic and Labor Market Outcomes	33054	OCTOBER 2024 - WORKING PAPER 33054
85	Sylvain Catherine, Mehran Ebrahimian & Constantine Yannelis	68		no DRs found		How Do Income-Driven Repayment Plans Benefit Student Debt Borrowers?	33059	OCTOBER 2024 - WORKING PAPER 33059	"TransUnion (the data provider) has the right to review the research before dissemination to ensure it accurately describes TransUnion data, does not disclose confidential information, and does not contain material it deems to be misleading or false regarding TransUnion, TransUnion’s partners, affiliates or customer base, or the consumer lending industry."
86	Robert W. Fairlie, Daniel M. Oliver, Glenn Millhauser & Randa Roland	69	43	"We design a field experiment and propose a new estimation technique to address these estimation…" Abstract	1stness	Estimating Peer Effects among College Students: Evidence from a Field Experiment of One-to-One Pairings in STEM	33060	OCTOBER 2024 - WORKING PAPER 33060
	Robert W. Fairlie, Daniel M. Oliver, Glenn Millhauser & Randa Roland			"Peer effects are notoriously difficult to estimate and interpret, and we know relatively little about how they work." p.2	Dismissive	Estimating Peer Effects among College Students: Evidence from a Field Experiment of One-to-One Pairings in STEM	33060	OCTOBER 2024 - WORKING PAPER 33060
	Robert W. Fairlie, Daniel M. Oliver, Glenn Millhauser & Randa Roland			"Our study is the first to use random assignment of one-to-one matched student groups that interact with each other in the classroom throughout the entire term for …" p.7	1stness	Estimating Peer Effects among College Students: Evidence from a Field Experiment of One-to-One Pairings in STEM	33060	OCTOBER 2024 - WORKING PAPER 33060
87	Jacques Mairesse, Michele Pezzoni & Frederique Sachwald			N/A		Generation and Impact of Novel Articles in Physics	33064	OCTOBER 2024 - WORKING PAPER 33064
88	Richard J. Murnane, John B. Willett, Aubrey McDonough, John P. Papay & Ann Mantil	70	44	"First, to our knowledge, it is the first paper to examine long-term trends in the attainment of associate degrees in high-demand fields for community- college students with specific demographic, educational, and economic characteristics" p.3	1stness	Are Community College Students Increasingly Choosing High-Paying Fields of Study? Evidence from Massachusetts	33073	OCTOBER 2024 - WORKING PAPER 33073	"The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305H190035 to Brown University."
89	Pelin Akyol, Kala Krishna & Sergey Lychagin	71	45	"We estimate preferences using a novel approach which improves our ability to …" Abstract	1stness	Targeting the Gender Placement Gap: Marks versus Money	33074	OCTOBER 2024 - WORKING PAPER 33074
90	Riley K. Acton, Kalena Cortes & Camila Morales	72	46	"However, existing work has largely not considered how these relationships vary across racial and socioeconomic groups, nor how changes in the spatial distribution of colleges may affect racial and socioeconomic gaps in postsecondary enrollment and attainment," p.3	Denigrating	Distance to Opportunity: Higher Education Deserts and College Enrollment Choices	33085	OCTOBER 2024 - WORKING PAPER 33085
91	Jane Arnold Lincove, Catherine Mata & Kalena Cortes	73		no DRs found		The Effects of a Statewide Ban on School Suspensions	33086	OCTOBER 2024 - WORKING PAPER 33086	"This research was supported in part by the Maryland Longitudinal Data System (MLDS) Center."
92	Andrew C. Johnston	74	47	"These findings are new to the literature, and I provide novel estimates on WTP for a broad array of other attributes." p.3	1stness	Preferences, Selection, and the Structure of Teacher Pay	33088	OCTOBER 2024 - WORKING PAPER 33088	"Financial support from the Institute for Education Science, the U.S. Department of Labor, and National Bureau of Economic Research is gratefully acknowledged."
93	Christopher R. Walters			N/A		Empirical Bayes Methods in Labor Economics	33091	OCTOBER 2024 - WORKING PAPER 33091
94	Yuchen Guo, Matthew O. Jackson & Ruixue Jia			N/A		Comrades and Cause: Peer Influence on West Point Cadets' Civil War Allegiances	33093	OCTOBER 2024 - WORKING PAPER 33093
95	Naci H. Mocan & Nur Orak	75	48	"evidence on whether education influences adults’ preferences regarding the attributes they wish to instill in children is missing. This paper seeks to fill that gap." Abstract	Dismissive	Education and Preferences for Desired Traits in Children	33135	NOVEMBER 2024 - WORKING PAPER 33135
	Naci H. Mocan & Nur Orak			"However, direct evidence on whether education influences the attributes adults wish to instill in children is missing. This paper aims to address this gap." p.3	Dismissive	Education and Preferences for Desired Traits in Children	33135	NOVEMBER 2024 - WORKING PAPER 33135
96	Marlène Koffi, Roland Pongou & Leonard Wantchekon			N/A		The Color of Ideas: Racial Dynamics and Citations in Economics	33150	November 2024 - Working Paper33150
97	Ran Abramitzky, Jennifer K. Kowalski, Santiago Pérez & Joseph Price	76	49	"we assemble the largest dataset on the socioeconomic backgrounds of students at American…" Abstract	1stness	The G.I. Bill, Standardized Testing, and Socioeconomic Origins of the U.S. Educational Elite Over a Century	33164	November 2024 - Working Paper33164	"Abramitzky, Pérez, and Price gratefully acknowledge funding from the National Science Foundation and the Russell Sage Foundation."
	Ran Abramitzky, Jennifer K. Kowalski, Santiago Pérez & Joseph Price			"We answer these questions by building the most comprehensive dataset of the socioeconomic backgrounds of students in U.S. colleges spanning the last 100 years." p.2	1stness	The G.I. Bill, Standardized Testing, and Socioeconomic Origins of the U.S. Educational Elite Over a Century	33164	November 2024 - Working Paper33164	"Abramitzky, Pérez, and Price gratefully acknowledge funding from the National Science Foundation and the Russell Sage Foundation." p.i
	Ran Abramitzky, Jennifer K. Kowalski, Santiago Pérez & Joseph Price			"we establish three new facts about the evolution of the socioeconomic backgrounds of the U.S. college-going population over the past 100 years" p.2	1stness	The G.I. Bill, Standardized Testing, and Socioeconomic Origins of the U.S. Educational Elite Over a Century	33164	November 2024 - Working Paper33164	"Abramitzky, Pérez, and Price gratefully acknowledge funding from the National Science Foundation and the Russell Sage Foundation." p.i
	Ran Abramitzky, Jennifer K. Kowalski, Santiago Pérez & Joseph Price			"we provide the first long-run series on how socioeconomic composition has evolved since the 1910s across a nationally representative sample of elite colleges." p.6	1stness	The G.I. Bill, Standardized Testing, and Socioeconomic Origins of the U.S. Educational Elite Over a Century	33164	November 2024 - Working Paper33164	"Abramitzky, Pérez, and Price gratefully acknowledge funding from the National Science Foundation and the Russell Sage Foundation." p.i
	Ran Abramitzky, Jennifer K. Kowalski, Santiago Pérez & Joseph Price			"We contribute to this literature by providing the first evidence of the consequences of the introduction of standardized testing, a now common (and controversial) tool in the admission process." p.7	1stness	The G.I. Bill, Standardized Testing, and Socioeconomic Origins of the U.S. Educational Elite Over a Century	33164	November 2024 - Working Paper33164	"Abramitzky, Pérez, and Price gratefully acknowledge funding from the National Science Foundation and the Russell Sage Foundation." p.i
	Ran Abramitzky, Jennifer K. Kowalski, Santiago Pérez & Joseph Price			"Our paper is the first to characterize the social backgrounds of students attending different tiers of colleges spanning the full 20th century … and to assess the consequences of two landmark changes in the history of American higher education (the G.I. Bill and the introduction of standardized testing in admissions) for student sorting across colleges." p.7	1stness	The G.I. Bill, Standardized Testing, and Socioeconomic Origins of the U.S. Educational Elite Over a Century	33164	November 2024 - Working Paper33164	"Abramitzky, Pérez, and Price gratefully acknowledge funding from the National Science Foundation and the Russell Sage Foundation." p.i
98	Clemence M. Idoux, Viola Corradini	77		no DRs found		Overcoming Racial Gaps in School Preferences: The Effect of Peer Diversity on School Choice	33179	November 2024 - Working Paper33179	"This research was made possible by grants from the George and Obie Shultz Fund at MIT and the Wharton Behavioral Lab at the University of Pennsylvania"
99	Sofia Amaral, Aixa Garcia-Ramos, Selim Gulesci, Alejandra Ramos, Sarita P. Ore-Quispe & Maria Micaela Sviatschi	78		no DRs found		Gender-Based Violence in Schools and Girls’ Education: Experimental Evidence from Mozambique	33203	November 2024 - Working Paper33203
100	Stephen Calabrese, Dennis Epple & Richard Romano	79		no DRs found		The Political Economy of School Finance Systems with Endogenous State and Local Tax Policies	33212	December 2024 - Working Paper33212
101	Robert J. Kelchen, Dubravka Ritter & Douglas A. Webber	80	50	"In this paper, we assemble the most comprehensive dataset to date on the characteristics of colleges and universities …" Abstract	1stness	Predicting College Closures and Financial Distress	33216	December 2024 - Working Paper33216
	Robert J. Kelchen, Dubravka Ritter & Douglas A. Webber			"We assemble the most comprehensive dataset to date on the characteristics of closed institutions compared with institutions that did not close.	1stness	Predicting College Closures and Financial Distress	33216	December 2024 - Working Paper33216
	Robert J. Kelchen, Dubravka Ritter & Douglas A. Webber			"There is much less research that examines factors associated with a higher risk of closure using econometric or statistical frameworks." p.6	Dismissive	Predicting College Closures and Financial Distress	33216	December 2024 - Working Paper33216
102	Sabrin A. Beg, Anne E. Fitzpatrick, Jason T. Kerwin, Adrienne Lucas & Khandker Wahedur Rahman	81	51	"In contrast, limited evidence exists about in-school remedial instruction at the secondary school level, where the challenges of delivering remedial instruction are di↵erent." p.4	Dismissive	When Given Discretion Teachers Did Not Shirk: Evidence from Remedial Education in Secondary Schools	33242	December 2024 - Working Paper33242	"Funding for this project was provided by the UK Foreign, Commonwealth & Development Office, awarded through J-PAL’s Post-Primary Education Initiative, and the Kusuma Trust UK. AEA RCT #AEARCTR-0004138."
103	Lindsay C. Page, Katharine E. Meyer, Jeonghyun Lee & Hunter Gehlbach	82		no DRs found		Conditions Under Which College Students Can be Responsive to Text-based Nudging	33257	December 2024 - Working Paper33257	"We thank the Michael and Susan Dell Foundation (MSDF) for providing financial support to make this research possible, and we acknowledge both MSDF and the ECMC Foundation for their financial support of project implementation."
104	Zachary Bleemer, Aashish Mehta	83	52	"We investigate these major restriction policies by constructing a novel 50-year dataset" abstract	1stness	College Major Restrictions and Student Stratification	33269	December 2024 - Working Paper33269	"Our work was supported by the UC Humanities Zachar Research Institute"
	Zachary Bleemer, Aashish Mehta			"the proliferation of GPA-based college major restrictions, an understudied class of university policies" p.1	Dismissive	College Major Restrictions and Student Stratification	33269	December 2024 - Working Paper33269	"Our work was supported by the UC Humanities Zachar Research Institute"
	Zachary Bleemer, Aashish Mehta			"Finally, our study contributes two methodological innovations with broad applicability in applied microeconomics." p.4	1stness	College Major Restrictions and Student Stratification	33269	December 2024 - Working Paper33269	"Our work was supported by the UC Humanities Zachar Research Institute"
105	Joshua Angrist, Marc Diederichs	84		no DRs found		Dissertation Paths: Advisors and Students in the Economics Research Production Function	33281	December 2024 - Working Paper33281
106	David Card, Eric Chyn, Laura Giuliano	85	53	no DRs found		Can Gifted Education Help Higher-Ability Boys From Disadvantaged Backgrounds?	33282	December 2024 - Working Paper33282	"The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305C200012 to the National Center for Research on Gifted Education."
107	Oded Galor			N/A
108	Benjamin Hansen, Kyutaro Matsuzawa,, Joseph J. Sabia	86		no DRs found		In-person Schooling and Juvenile Violence	33317	December 2024 - Working Paper33317	"This research was supported, in part, by the Center for Health Economics and Policy Studies (CHEPS), which has received grant support from the Charles Koch Foundation. This work benefited from access to the University of Oregon high performance computing cluster, Talapas."
109	Leonard Wantchekon, Sally Zhang	87	54	"Despite the widespread economic shocks faced by children in developing countries, the factors that contribute to resilience remain poorly understood." Abstract	Dismissive	Empowered by Adversity: Economic Shocks and Noncognitive Skill Development in Ethiopean Youth	33305	December 2024 - Working Paper33305	"The data used in this publication come from Young Lives, a 20-year study of childhood poverty and transitions to adulthood in Ethiopia, India, Peru and Vietnam (www.younglives.org.uk). Young Lives is funded by UK aid from the Foreign, Commonwealth Development Office and a number of further funders. ... The authors would like to thank Princeton University for their invaluable support during this research."
	Leonard Wantchekon, Sally Zhang			"this paper, we present three novel facts on the development of noncognitive skills using a longitudinal dataset from Ethiopia." Abstract	1stness	Empowered by Adversity: Economic Shocks and Noncognitive Skill Development in Ethiopean Youth	33305	December 2024 - Working Paper33305	"The data used in this publication come from Young Lives, a 20-year study of childhood poverty and transitions to adulthood in Ethiopia, India, Peru and Vietnam (www.younglives.org.uk). Young Lives is funded by UK aid from the Foreign, Commonwealth Development Office and a number of further funders. ... The authors would like to thank Princeton University for their invaluable support during this research."
	Leonard Wantchekon, Sally Zhang			"In both developed and developing countries, noncognitive skills are highly valued by employers and are significant predictors of higher earnings (Bassi and Nansamba, 2022). However, there remains limited evidence on how these skills are formed and developed." p.2	Dismissive	Empowered by Adversity: Economic Shocks and Noncognitive Skill Development in Ethiopean Youth	33305	December 2024 - Working Paper33305	"The data used in this publication come from Young Lives, a 20-year study of childhood poverty and transitions to adulthood in Ethiopia, India, Peru and Vietnam (www.younglives.org.uk). Young Lives is funded by UK aid from the Foreign, Commonwealth Development Office and a number of further funders. ... The authors would like to thank Princeton University for their invaluable support during this research."
	Leonard Wantchekon, Sally Zhang			"This paper presents three novel findings on noncognitive skill development in adolescence, using a longitudinal dataset from Ethiopia." p.2	1stness	Empowered by Adversity: Economic Shocks and Noncognitive Skill Development in Ethiopean Youth	33305	December 2024 - Working Paper33305	"The data used in this publication come from Young Lives, a 20-year study of childhood poverty and transitions to adulthood in Ethiopia, India, Peru and Vietnam (www.younglives.org.uk). Young Lives is funded by UK aid from the Foreign, Commonwealth Development Office and a number of further funders. ... The authors would like to thank Princeton University for their invaluable support during this research."
	Leonard Wantchekon, Sally Zhang			"While numerous studies have explored children’s vulnerabilities to economic shocks (Lundberg and Wuermli, 2012), few have examined the factors that foster resilience and capacity building in these contexts" p.3	Dismissive	Empowered by Adversity: Economic Shocks and Noncognitive Skill Development in Ethiopean Youth	33305	December 2024 - Working Paper33305	"The data used in this publication come from Young Lives, a 20-year study of childhood poverty and transitions to adulthood in Ethiopia, India, Peru and Vietnam (www.younglives.org.uk). Young Lives is funded by UK aid from the Foreign, Commonwealth Development Office and a number of further funders. ... The authors would like to thank Princeton University for their invaluable support during this research."
	Leonard Wantchekon, Sally Zhang			"A growing body of empirical research, pioneered by Heckman and Rubinstein (2001), has shown that noncognitive skills are strong predictors of both educational achievement and labor market success, with their role in life rivaling that of cognitive skills (Kautz et al., 2014; Heckman and Kautz, 2012; Borghans et al., 2008; Amornsiripanitch et al., 2023)." p.4	Dismissive	Empowered by Adversity: Economic Shocks and Noncognitive Skill Development in Ethiopean Youth	33305	December 2024 - Working Paper33305	"The data used in this publication come from Young Lives, a 20-year study of childhood poverty and transitions to adulthood in Ethiopia, India, Peru and Vietnam (www.younglives.org.uk). Young Lives is funded by UK aid from the Foreign, Commonwealth Development Office and a number of further funders. ... The authors would like to thank Princeton University for their invaluable support during this research."
	Leonard Wantchekon, Sally Zhang			"Despite the growing recognition of the importance of noncognitive skills, much remains unknown about how these skills are cultivated and developed." p.4	Dismissive	Empowered by Adversity: Economic Shocks and Noncognitive Skill Development in Ethiopean Youth	33305	December 2024 - Working Paper33305	"The data used in this publication come from Young Lives, a 20-year study of childhood poverty and transitions to adulthood in Ethiopia, India, Peru and Vietnam (www.younglives.org.uk). Young Lives is funded by UK aid from the Foreign, Commonwealth Development Office and a number of further funders. ... The authors would like to thank Princeton University for their invaluable support during this research."
	Leonard Wantchekon, Sally Zhang			"Additionally, our paper emphasizes the importance of individual agency, a factor that remains understudied in the economic literature." p.4	Dismissive	Empowered by Adversity: Economic Shocks and Noncognitive Skill Development in Ethiopean Youth	33305	December 2024 - Working Paper33305	"The data used in this publication come from Young Lives, a 20-year study of childhood poverty and transitions to adulthood in Ethiopia, India, Peru and Vietnam (www.younglives.org.uk). Young Lives is funded by UK aid from the Foreign, Commonwealth Development Office and a number of further funders. ... The authors would like to thank Princeton University for their invaluable support during this research."
				Author cites (and accepts without checking) someone elses dismissive review
				Cite selves or colleagues in the group, but dismiss or denigrate all other work
				Author claims that research on a topic began only recently