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Bulgaria

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  • World Bank

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  • World Bank, 2020. "Bulgaria," World Bank Publications - Reports 36796, The World Bank Group.
    • Handle: RePEc:wbk:wboper:36796
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    References listed on IDEAS

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    1. Thomas J. Kane & Douglas O. Staiger, 2002. "The Promise and Pitfalls of Using Imprecise School Accountability Measures," Journal of Economic Perspectives, American Economic Association, vol. 16(4), pages 91-114, Fall.
    2. Cheng, Albert & Zamarro, Gema, 2018. "Measuring teacher non-cognitive skills and its impact on students: Insight from the Measures of Effective Teaching Longitudinal Database," Economics of Education Review, Elsevier, vol. 64(C), pages 251-260.
    3. Grönqvist, Erik & Vlachos, Jonas, 2016. "One size fits all? The effects of teachers' cognitive and social abilities on student achievement," Labour Economics, Elsevier, vol. 42(C), pages 138-150.
    4. Paulo Santiago, 2002. "Teacher Demand and Supply: Improving Teaching Quality and Addressing Teacher Shortages," OECD Education Working Papers 1, OECD Publishing.
    5. Mizala, Alejandra & Romaguera, Pilar & Urquiola, Miguel, 2007. "Socioeconomic status or noise? Tradeoffs in the generation of school quality information," Journal of Development Economics, Elsevier, vol. 84(1), pages 61-75, September.
    6. World Bank, 2013. "What Matters Most for Teacher Policies : A Framework Paper," World Bank Publications - Reports 20143, The World Bank Group.
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