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Higher standards, more dropouts? Evidence within and across time

  • Lillard, Dean R.
  • DeCicca, Philip P.

No abstract is available for this item.

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File URL: http://www.sciencedirect.com/science/article/B6VB9-43FW135-4/2/0432ae0247aa30bcc447a69c6f449124
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Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 20 (2001)
Issue (Month): 5 (October)
Pages: 459-473

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Handle: RePEc:eee:ecoedu:v:20:y:2001:i:5:p:459-473
Contact details of provider: Web page: http://www.elsevier.com/locate/econedurev

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  1. Stephen V. Cameron & James J. Heckman, 1991. "The Nonequivalence of High School Equivalents," NBER Working Papers 3804, National Bureau of Economic Research, Inc.
  2. Richard J. Murnane & John B. Willett & John H. Tyler, 2000. "Who Benefits from Obtaining a GED? Evidence from High School and Beyond," The Review of Economics and Statistics, MIT Press, vol. 82(1), pages 23-37, February.
  3. Becker, William E. & Rosen, Sherwin, 1992. "The learning effect of assessment and evaluation in high school," Economics of Education Review, Elsevier, vol. 11(2), pages 107-118, June.
  4. Betts, Julian R, 1998. "The Impact of Educational Standards on the Level and Distribution of Earnings," American Economic Review, American Economic Association, vol. 88(1), pages 266-75, March.
  5. Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, vol. 84(4), pages 956-71, September.
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