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  1. Schooling quality in Eastern Europe
    educational production during transition
    Autor*in: Ammermüller, Andreas; Heijke, Hans; Woessmann, Ludger
    Erschienen: 2003
    Verlag:  Inst. for World Economics, Kiel

    Standort:
    Freie Universität Berlin, Universitätsbibliothek
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Europa-Universität Viadrina, Universitätsbibliothek
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    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Quelle: Philologische Bibliothek, FU Berlin; Staatsbibliothek zu Berlin
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    RVK Klassifikation: QD 000 ; QM 000
    Schriftenreihe: Kieler Arbeitspapiere ; 1154
    Umfang: 39 S.
  2. Which school systems sort weaker students into smaller classes?
    international evidence
    Autor*in: West, Martin R.; Woessmann, Ludger
    Erschienen: 2003
    Verlag:  Inst. of World Economics, Kiel

    Standort:
    Freie Universität Berlin, Universitätsbibliothek
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Europa-Universität Viadrina, Universitätsbibliothek
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Quelle: Philologische Bibliothek, FU Berlin; Staatsbibliothek zu Berlin
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    RVK Klassifikation: QD 000 ; QM 000
    Schriftenreihe: Kieler Arbeitspapiere ; 1145
    Umfang: 29, [9] S., 21 cm
  3. The fading productivity of schooling in East Asia
    Autor*in: Gundlach, Erich; Woessmann, Ludger
    Erschienen: 2009
    Verlag:  ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften, Leibniz-Informationszentrum Wirtschaft, Kiel

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  4. Schooling Resources, Educational Institutions, and Student Performance : The International Evidence
    Autor*in: Woessmann, Ludger
    Erschienen: 2000
    Verlag:  Kiel Institute for the World Economy (IfW), Kiel

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  5. The decline of schooling productivity in OECD countries
    Autor*in: Gundlach, Erich; Woessmann, Ludger; Gmelin, Jens
    Erschienen: 2000
    Verlag:  Kiel Institute for the World Economy (IfW), Kiel

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  6. New Evidence on the Missing Resource-Performance Link in Education
    Autor*in: Woessmann, Ludger
    Erschienen: 2001
    Verlag:  Kiel Institute for the World Economy (IfW), Kiel

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  7. Central Exams Improve Educational Performance : International Evidence
    Autor*in: Woessmann, Ludger
    Erschienen: 2002
    Verlag:  Kiel Institute for the World Economy (IfW), Kiel

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  8. The fading productivity of schooling in East Asia
    Autor*in: Gundlach, Erich; Woessmann, Ludger
    Erschienen: 2009
    Verlag:  ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften, Leibniz-Informationszentrum Wirtschaft, Kiel

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  9. Schooling resources, educational institutions, and student performance
    the international evidence
    Autor*in: Woessmann, Ludger
    Erschienen: 2000
    Verlag:  Inst. of World Economics, Kiel

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  10. Specifying human capital
    a review, some extensions, and development effects
    Autor*in: Woessmann, Ludger
    Erschienen: 2000
    Verlag:  Inst. of World Economics, Kiel

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  11. The decline of schooling productivity in OECD countries
    Autor*in: Gundlach, Erich; Woessmann, Ludger; Gmelin, Jens
    Erschienen: 1999
    Verlag:  Inst. of World Economics, Kiel

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  12. The fading productivity of schooling in East Asia
    Autor*in: Gundlach, Erich; Woessmann, Ludger
    Erschienen: 1999
    Verlag:  Inst. of World Economics, Kiel

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  13. New evidence on the missing resource-performance link in education
    Autor*in: Woessmann, Ludger
    Erschienen: 2001
    Verlag:  Inst. of World Economics, Kiel

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  14. Central exams improve educational performance
    international evidence
    Autor*in: Woessmann, Ludger
    Erschienen: 2002
    Verlag:  Inst. für Weltwirtschaft, Kiel

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  15. The legacy of Covid-19 in education
    Autor*in: Werner, Katharina; Woessmann, Ludger
    Erschienen: October 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    If school closures and social-distancing experiences during the Covid-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    If school closures and social-distancing experiences during the Covid-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use surveys. Based on the conceptual framework of an education production function, we cover evidence on child, parent, and school inputs and students' cognitive and socio-emotional development. The German panel evidence shows that children's learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly one year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. The review shows substantial losses in cognitive skills on achievement tests, particularly for students from disadvantaged backgrounds. Socio-emotional wellbeing also declined in the short run. Structural models and reduced-form projections suggest that unless remediated, the school closures will persistently reduce skill development, lifetime income, and economic growth and increase inequality.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/248903
    Schriftenreihe: CESifo working paper ; no. 9358 (2021)
    Schlagworte: Covid-19; school closures; education; schools; students; educational inequality
    Umfang: 1 Online-Ressource (circa 71 Seiten), Illustrationen
  16. The legacy of COVID-19 in education
    Autor*in: Werner, Katharina; Woessmann, Ludger
    Erschienen: October 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    If school closures and social-distancing experiences during the Covid-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a... mehr

    Zugang:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    If school closures and social-distancing experiences during the Covid-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use surveys. Based on the conceptual framework of an education production function, we cover evidence on child, parent, and school inputs and students' cognitive and socio-emotional development. The German panel evidence shows that children's learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly one year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. The review shows substantial losses in cognitive skills on achievement tests, particularly for students from disadvantaged backgrounds. Socio-emotional wellbeing also declined in the short run. Structural models and reduced-form projections suggest that unless remediated, the school closures will persistently reduce skill development, lifetime income, and economic growth and increase inequality.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/250457
    Schriftenreihe: Discussion paper series / IZA ; no. 14796
    Schlagworte: COVID-19; school closures; education; schools; students; educational inequality
    Umfang: 1 Online-Ressource (circa 71 Seiten), Illustrationen
  17. Culture and student achievement
    the intertwined roles of patience and risk-taking
    Autor*in: Hanushek, Eric Alan; Kinne, Lavinia; Lergetporer, Philipp; Woessmann, Ludger
    Erschienen: [2020]
    Verlag:  Collaborative Research Center Transregio 190, Munich, Germany

    Patience and risk-taking - two cultural traits that steer intertemporal decision-making - are fundamental to human capital investment decisions. To understand how they contribute to international differences in student achievement, we combine PISA... mehr

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    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 553
    Fernleihe:
    keine Fernleihe

     

    Patience and risk-taking - two cultural traits that steer intertemporal decision-making - are fundamental to human capital investment decisions. To understand how they contribute to international differences in student achievement, we combine PISA tests with the Global Preference Survey. We find that opposing effects of patience (positive) and risk-taking (negative) together account for two-thirds of the cross-country variation in student achievement. In an identification strategy addressing unobserved residence-country features, we find similar results when assigning migrant students their country-of-origin cultural traits in models with residence-country fixed effects. Associations of culture with family and school inputs suggest that both may act as channels.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/222616
    Schriftenreihe: Discussion paper / Rationality & Competition, CRC TRR 190 ; no. 249 (July 8, 2020)
    Umfang: 1 Online-Ressource (circa 51 Seiten), Illustrationen
  18. COVID-19 and educational inequality
    how school closures affect low- and high-achieving students
    Autor*in: Grewenig, Elisabeth; Lergetporer, Philipp; Woessmann, Ludger; Zierow, Larissa
    Erschienen: October 2020
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect... mehr

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    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1,099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 hours by about half, the reduction was significantly larger for low-achievers (4.1 hours) than for high-achievers (3.7 hours). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students. The reduction in learning time was not larger for children from lower-educated parents, but it was larger for boys than for girls. For policy, our findings suggest binding distance-teaching concepts particularly targeted at low-achievers.

     
    Export in Literaturverwaltung   RIS-Format
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/229466
    Schriftenreihe: CESifo working paper ; no. 8648 (2020)
    Umfang: 1 Online-Ressource (circa 32 Seiten), Illustrationen
  19. COVID-19 and educational inequality: how school closures affect low- and high-achieving students
    Autor*in: Grewenig, Elisabeth; Lergetporer, Philipp; Werner, Katharina; Woessmann, Ludger; Zierow, Larissa
    Erschienen: October 2020
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect... mehr

    Zugang:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1,099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 hours by about half, the reduction was significantly larger for low-achievers (4.1 hours) than for high-achievers (3.7 hours). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students. The reduction in learning time was not larger for children from lower-educated parents, but it was larger for boys than for girls. For policy, our findings suggest binding distance-teaching concepts particularly targeted at low-achievers.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/227347
    Schriftenreihe: Discussion paper series / IZA ; no. 13820
    Umfang: 1 Online-Ressource (circa 32 Seiten), Illustrationen
  20. Culture and student achievement
    the intertwined roles of patience and risk-taking
    Autor*in: Hanushek, Eric Alan; Kinne, Lavinia; Lergetporer, Philipp; Woessmann, Ludger
    Erschienen: July 2020
    Verlag:  National Bureau of Economic Research, Cambridge, MA

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    W 1 (27484)
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    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    Schriftenreihe: Working paper series / National Bureau of Economic Research ; 27484
    Schlagworte: Bildungsverhalten; Bildungsniveau; Risikopräferenz; Welt; PISA test
    Umfang: 34 Seiten, 16 ungezählte Seiten, Illustrationen
    Bemerkung(en):

    Erscheint auch als Online-Ausgabe
  21. Religion in economic history
    a survey
    Autor*in: Becker, Sascha O.; Rubin, Jared; Woessmann, Ludger
    Erschienen: [2020]
    Verlag:  The University of Warwick, Centre for Competitive Advantage in the Global Economy, Department of Economics, Coventry, United Kingdom

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    Verlag (kostenfrei)
    Verlag (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    VS 622
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    keine Fernleihe
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Working paper series / Centre for Competitive Advantage in the Global Economy ; no. 480 (May 2020)
    Schlagworte: Religion; Wirtschaftsgeschichte; Erhebungstechnik
    Umfang: 1 Online-Ressource (circa 97 Seiten)
  22. The separation and reunification of Germany
    rethinking a natural experiment interpretation of the enduring effects of communism
    Autor*in: Becker, Sascha O.; Mergele, Lukas; Woessmann, Ludger
    Erschienen: February 22, 2020
    Verlag:  Monash University, Monash Business School, Department of Economics, [Clayton]

    Zugang:
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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    keine Fernleihe
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Discussion paper / Monash Business School, Department of Economics ; 20, 01
    Umfang: 1 Online-Ressource (circa 38 Seiten), Illustrationen
  23. Religion in economic history: a survey
    Autor*in: Becker, Sascha O.; Rubin, Jared; Woessmann, Ludger
    Erschienen: June 2020
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This chapter surveys the recent social science literature on religion in economic history, covering both socioeconomic causes and consequences of religion. Following the rapidly growing literature, it focuses on the three main monotheisms -Judaism,... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    This chapter surveys the recent social science literature on religion in economic history, covering both socioeconomic causes and consequences of religion. Following the rapidly growing literature, it focuses on the three main monotheisms -Judaism, Christianity, and Islam - and on the period up to WWII. Works on Judaism address Jewish occupational specialization, human capital, emancipation, and the causes and consequences of Jewish persecution. One set of papers on Christianity studies the role of the Catholic Church in European economic history since the medieval period. Taking advantage of newly digitized data and advanced econometric techniques, the voluminous literature on the Protestant Reformation studies its socioeconomic causes as well as its consequences for human capital, secularization, political change, technology diffusion, and social outcomes. Works on missionaries show that early access to Christian missions still has political, educational, and economic consequences in present-day Africa, Asia, and Latin America. Much of the economics of Islam focuses on the role that Islam and Islamic institutions played in political-economy outcomes and in the "long divergence" between the Middle East and Western Europe. Finally, cross-country analyses seek to understand the broader determinants of religious practice and its various effects across the world. We highlight three general insights that emerge from this literature. First, the monotheistic character of the Abrahamic religions facilitated a close historical interconnection of religion with political power and conflict. Second, human capital often played a leading role in the interconnection between religion and economic history. Third, many socioeconomic factors matter in the historical development of religions.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/223813
    Schriftenreihe: Discussion paper series / IZA ; no. 13371
    Umfang: 1 Online-Ressource (circa 98 Seiten), Illustrationen
  24. Culture and student achievement: the intertwined roles of patience and risk-taking
    Autor*in: Hanushek, Eric Alan; Kinne, Lavinia; Lergetporer, Philipp; Woessmann, Ludger
    Erschienen: July 2020
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Patience and risk-taking - two cultural traits that steer intertemporal decision-making - are fundamental to human capital investment decisions. To understand how they contribute to international differences in student achievement, we combine PISA... mehr

    Zugang:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    Patience and risk-taking - two cultural traits that steer intertemporal decision-making - are fundamental to human capital investment decisions. To understand how they contribute to international differences in student achievement, we combine PISA tests with the Global Preference Survey. We find that opposing effects of patience (positive) and risk-taking (negative) together account for two-thirds of the cross-country variation in student achievement. In an identification strategy addressing unobserved residence-country features, we find similar results when assigning migrant students their country-of-origin cultural traits in models with residencecountry fixed effects. Associations of culture with family and school inputs suggest that both may act as channels.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/223479
    Schriftenreihe: CESifo working paper ; no. 8407 (2020)
    Umfang: 1 Online-Ressource (circa 52 Seiten), Illustrationen
  25. Earnings information and public preferences for university tuition: evidence from representative experiments
    Autor*in: Lergetporer, Philipp; Woessmann, Ludger
    Erschienen: May 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Higher education finance depends on the public's preferences for charging tuition, which may be partly based on beliefs about the university earnings premium. To test whether public support for tuition depends on earnings information, we devise... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    Higher education finance depends on the public's preferences for charging tuition, which may be partly based on beliefs about the university earnings premium. To test whether public support for tuition depends on earnings information, we devise survey experiments in representative samples of the German electorate (N>15,000). The electorate is divided, with a plurality opposing tuition. Providing information on the university earnings premium raises support for tuition by 7 percentage points, turning the plurality in favor. The opposition-reducing effect persists two weeks after treatment. Information on fiscal costs and unequal access does not affect public preferences. We subject the baseline result to various experimental tests of replicability, robustness, heterogeneity, and consequentiality.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/236417
    Schriftenreihe: Discussion paper series / IZA ; no. 14386
    Schlagworte: tuition; higher education; information; earnings premium; public opinion; voting
    Umfang: 1 Online-Ressource (circa 48 Seiten)