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Diplomas for learning, not seat time: the impacts of New York Regents examinations

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  • Bishop, John H.
  • Moriarty, Joan Y.
  • Mane, Ferran

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  • Bishop, John H. & Moriarty, Joan Y. & Mane, Ferran, 2000. "Diplomas for learning, not seat time: the impacts of New York Regents examinations," Economics of Education Review, Elsevier, vol. 19(4), pages 333-349, October.
  • Handle: RePEc:eee:ecoedu:v:19:y:2000:i:4:p:333-349
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    References listed on IDEAS

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    1. Graham, Amy E. & Husted, Thomas A., 1993. "Understanding state variations in SAT scores," Economics of Education Review, Elsevier, vol. 12(3), pages 197-202, September.
    2. Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, vol. 84(4), pages 956-971, September.
    3. Monk, David H. & Hussain, Samid & Miles, William, 2000. "Accounting for the effects of increased high school graduation expectations on pupil performance and resource allocation: results from New York State," Economics of Education Review, Elsevier, vol. 19(4), pages 319-331, October.
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    Cited by:

    1. John H. Bishop, 2002. "What is the appropriate role for student achievement standards?," Conference Series ; [Proceedings], Federal Reserve Bank of Boston, vol. 47(Jun), pages 249-289.
    2. Stefanie Dufaux, 2012. "Assessment for Qualification and Certification in Upper Secondary Education: A Review of Country Practices and Research Evidence," OECD Education Working Papers 83, OECD Publishing.
    3. John Bishop & Ferran Mane, 2004. "Educational Reform and Disadvantaged Students: Are They Better Off or Worse Off?," CESifo Working Paper Series 1309, CESifo Group Munich.
    4. Hanushek, Eric A. & Woessmann, Ludger, 2011. "The Economics of International Differences in Educational Achievement," Handbook of the Economics of Education, Elsevier.
    5. Munshi Sulaiman, 2012. "Does the Labor Market Reward Easy Certificates? Evidence from Bangladesh," Journal of Human Capital, University of Chicago Press, vol. 6(4), pages 336-367.
    6. Ludger Wößmann, 2004. "The Effect Heterogeneity of Central Exams: Evidence from TIMSS, TIMSS-Repeat and PISA," CESifo Working Paper Series 1330, CESifo Group Munich.
    7. Piopiunik, Marc & Schwerdt, Guido & Woessmann, Ludger, 2013. "Central school exit exams and labor-market outcomes," European Journal of Political Economy, Elsevier, vol. 31(C), pages 93-108.
    8. Wößmann, Ludger, 2008. "Zentrale Abschlussprüfungen und Schülerleistungen. Individualanalysen anhand von vier internationalen Tests," Munich Reprints in Economics 19668, University of Munich, Department of Economics.
    9. Bishop, John H. & Mane, Ferran, 2001. "The impacts of minimum competency exam graduation requirements on high school graduation, college attendance and early labor market success," Labour Economics, Elsevier, vol. 8(2), pages 203-222, May.
    10. Elke Lüdemann, 2011. "Schooling and the Formation of Cognitive and Non-cognitive Outcomes," ifo Beiträge zur Wirtschaftsforschung, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, number 39.

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