Non-instructional Spending Improves Non-cognitive Outcomes:Discontinuity Evidence from a Unique Elementary School Counselor Financing System
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Other versions of this item:
- Randall Reback, 2010. "Noninstructional Spending Improves Noncognitive Outcomes: Discontinuity Evidence from a Unique Elementary School Counselor Financing System," Education Finance and Policy, MIT Press, vol. 5(2), pages 105-137, April.
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- C. Kirabo Jackson & Rucker C. Johnson & Claudia Persico, 2016.
"The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms,"
The Quarterly Journal of Economics,
Oxford University Press, vol. 131(1), pages 157-218.
- C. Kirabo Jackson & Rucker C. Johnson & Claudia Persico, 2015. "The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms," NBER Working Papers 20847, National Bureau of Economic Research, Inc.
- Benjamin Castleman & Joshua Goodman, 2018.
"Intensive College Counseling and the Enrollment and Persistence of Low-Income Students,"
Education Finance and Policy,
MIT Press, vol. 13(1), pages 19-41, Winter.
- Benjamin Castleman & Joshua Goodman, "undated". "Intensive College Counseling and the Enrollment and Persistence of Low Income Students," Working Paper 175246, Harvard University OpenScholar.
- Carrell, Scott E. & Hoekstra, Mark, 2014. "Are school counselors an effective education input?," Economics Letters, Elsevier, vol. 125(1), pages 66-69.
More about this item
Keywordseducation; counselors; mental health; discipline; regression discontinuity;
- I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
- I10 - Health, Education, and Welfare - - Health - - - General
NEP fieldsThis paper has been announced in the following NEP Reports:
- NEP-EDU-2009-07-17 (Education)
- NEP-LAB-2009-07-17 (Labour Economics)
- NEP-URE-2009-07-17 (Urban & Real Estate Economics)
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