|Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time|
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|The Economic Impact of Access to Public Four-Year Colleges|
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|O Brother, Where Start Thou? Sibling Spillovers in College Enrollment|
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|Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns|
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|Take Two! SAT Retaking and College Enrollment Gaps|
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Published: Joshua Goodman & Oded Gurantz & Jonathan Smith, 2020. "Take Two! SAT Retaking and College Enrollment Gaps," American Economic Journal: Economic Policy, vol 12(2), pages 115-158. citation courtesy of
|Heat and Learning|
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Published: R. Jisung Park & Joshua Goodman & Michael Hurwitz & Jonathan Smith, 2020. "Heat and Learning," American Economic Journal: Economic Policy, American Economic Association, vol. 12(2), pages 306-339, May.
|The Labor of Division: Returns to Compulsory High School Math Coursework|
Published: Joshua Goodman, 2019. "The Labor of Division: Returns to Compulsory High School Math Coursework," Journal of Labor Economics, vol 37(4), pages 1141-1182.
|Can Online Delivery Increase Access to Education?|
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Published: Joshua Goodman & Julia Melkers & Amanda Pallais, 2019. "Can Online Delivery Increase Access to Education?," Journal of Labor Economics, vol 37(1), pages 1-34.
|Can States Take Over and Turn Around School Districts? Evidence from Lawrence, Massachusetts|
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Published: Beth E. Schueler & Joshua S. Goodman & David J. Deming, 2017. "Can States Take Over and Turn Around School Districts? Evidence From Lawrence, Massachusetts," Educational Evaluation and Policy Analysis, vol 39(2), pages 311-332.
|Objective Course Placement and College Readiness: Evidence from Targeted Middle School Math Acceleration|
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Published: Dougherty, Shaun M. & Goodman, Joshua S. & Hill, Darryl V. & Litke, Erica G. & Page, Lindsay C., 2017. "Objective course placement and college readiness: Evidence from targeted middle school math acceleration," Economics of Education Review, Elsevier, vol. 58(C), pages 141-161.
|Access to Four-Year Public Colleges and Degree Completion|
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|Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra|
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Published: Kalena E. Cortes & Joshua S. Goodman & Takako Nomi, 2015. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Journal of Human Resources, University of Wisconsin Press, vol. 50(1), pages 108-158. citation courtesy of
|Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time|