Referencias bibliográficas
| Autor | Francisco A. Gallego |
| Cargo | Ph.D del Instituto Tecnológico de Massachusetts (MIT), académico de la Pontificia Universidad Católica de Chile y director científico de The Abdul Latif Jameel Poverty Action Lab |
| Páginas | 34-36 |
Serie Informe Social 171
• «After Freedom, what?» [International] London: The
Economist. (2016, agosto 27).
• Abdulkadiroglu, A., Angrist, J., Dynarski, S., Kane, T. y Pathak,
P. (2011) «Accountability and Flexibility in Public Schools:
Evidence from Boston’s Charters and Pilots». The Quarterly
Journal of Economics, vol. 126(2), pp. 699-748.
• Abdulkadiroglu, A., Angrist, J., y Pathak, P. (2014). The Elite
Illusion: Achievement Effects at Boston and New York Exam
Schools. Econometrica, Econometric Society, vol. 82(1), pp.
137-196.
• Acemoglu, D., Gallego, F. y Robinson, J. (2014). «Institutions,
Human Capital and Development». Annual Review of
Economics 6, pp. 875–912.
• Almlund, M., Duckworth, A., Heckman, J. y Kautz, T. (2011).
«Personality psychology and economics». En E. A. Hanushek;
S. Machin; y L. Wößmann (eds.). Handbook of the Economics of
Education, vol. 4, pp. 1–181. Amsterdam: Elsevier.
• Andrabi, T., Khwaja, A., Das, J., y Pomona, J. (2016).
«Information and Choices: Parental School Choice in Rural
Pakistan». Mimeo, Harvard University.
• Angrist, J., Cohodes, S., Dynarski, S., Pathak, P. y Walters, C.
(2016). «Stand and Deliver: Effects of Boston’s Charter High
Schools on College Preparation, Entry, and Choice», Journal of
Labor Economics, vol. 34(2), pp. 275-318.
• Autor, D., Bertrand, M., Duflo, E., Fiebenger, B. y Gallego, F. (en
progreso). «Supply and Demand Responses to an Education
Information Intervention in Chile».
• Balart, P., Oosterveeny, M. y Webbinkz, D. (2016). «Test Scores,
Noncognitive Skills and Economic Growth», IZA Discussion,
Paper n° 9559.
• Banerjee, A. y Duflo, E. (2011). Poor Economics: A Radical
Rethinking of the Way to Fight Global Poverty. New York: Public
Affairs.
• Banerjee, A., Cole, S., Duflo, E. y Linden, L. (2007). «Remedying
Education: Evidence from Two Randomized Experiments in
India», Quarterly Journal of Economics, vol. 122(3), pp. 1235-
1264.
• Banerjee, A., Glewwe, P., Powers, S., y Wasserman, M. (2013).
«Expanding Access and Increasing Student Learning in Post-
Primary Education in Developing Countries: A Review of the
Evidence», Post-Primary Education Initiative Review Paper, Abdul
Latif Jameel Poverty Action Lab (J-PAL).
• Barlevy, G. y Neal, D. (2012). «Pay for Percentile», American
Economic Review, vol. 102(5), pp. 1805-1831.
• Barrow, L., Markman, L. y Rouse, C. (2009). «Technology’s
Edge: The Educational Benets of Computer-Aided
Instruction», American Economic Journal: Economic Policy,
American Economic Association, vol. 1(1), pp. 52-74.
5. REFERENCIAS BIBLIOGRÁFICAS
• Berry, J., Coffman, L., Cooper, R., Morales, D. y Neilson, C. (en
progreso) «Learning the Value of Education in the Dominican
Republic».
• Béteille, T., Kalogridesb, D. y Loebb, S. (2012). «Stepping
stones: Principal career paths and school outcomes». Social
Science Research, vol. 41(4), pp. 904–919.
• Betrand, M. y Duflo, E. (2017). «Field Experiments on
Discrimination», Handbook of Field Experiments,Vol 1:.
• Bettinger, E. (2011). «Educational Vouchers in International
Contexts». En Hanushek, E., Machin, S. y Woessmann, L.
(eds.). The Handbook of the Economics of Education, vol. 4.
Amsterdam: Elsevier.
• Beyer, H. y Gallego, F. (2014) «Education and Productivity:
Some New Evidence and Implications for Chile», pp. 275-320.
En Corbo, V. (ed.). Growth Opportunities for Chile. Santiago:
Editorial Universitaria.
• Beyer, H., Eyzaguirre, S., Figueroa, N., Gallego, F., Hernando,
A. y Ochoa, F. (2014). «Propuesta para un buen sistema de
postulación y admisión a establecimientos educacionales en
Chile», Puntos de Referencia, n° 388, pp. 1-17.
• Blachman, B., Schatschneider, C., Fletcher, J., Francis, D.,
Clonan, S., Shaywitz, B. y Shaywitz, S. (2004). «Effects of
Intensive Reading Remediation for Second and Third Graders
and a 1-Year Follow-Up», Journal of Educational Psychology,
vol. 96(3), pp. 444-461.
• Blackwell, L., Trzesniewski, K. y Dweck, C. (2007). «Implicit
Theories of Intelligence Predict Achievement Across
an Adolescent Transition: A Longitudinal Study and an
Intervention». Child Development, vol. 78(1), pp. 246–263.
• Blau, D. y Currie, J. (2006). «Pre-School, Day Care, and After-
School Care: Who’s Minding the Kids?», Handbook of the
Economics of Education, pp. 1163-1278.
• Bloom, N., Lemos, R., Sadun, R. y Van Reenen, J. (2015).
«Does Management Matter in Schools?», The Economic
Journal, vol. 125(584), pp. 647-674.
• Borghans, L. y Schils, T. (2013). «The leaning tower of PISA:
decomposing achievement test scores into cognitive and
noncognitive components». Mimeo, Maastricht University.
• Branch, G., Hanushek, E. y Rivkin S. (2011). «Estimating the
Effect of Leaders on Public Sector Productivity: The Case
of School Principals», National Bureau of Economic Research,
Working Paper n° 17803.
• Bucarey, A., Jorquera, M., Muñoz, P. y Urzúa, S. (2013). «El
efecto del Instituto Nacional: evidencia a partir de un diseño
de regresión discontinua», Estudios Públicos, vol. 133, pp.
37-78.
• Cabezas, V., Cuesta, J. y Gallego, F. (2011). «Effects of short-
term tutoring on cognitive and non-cognitive skills: Evidence
from a randomized evaluation in Chile». Mimeo, PUC-Chile.
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