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Contents comprise: Do Longer tuition Days Have Enduring academic, Occupational, or source of revenue results? A traditional test in Buenos Aires, Argentina Juan Llach, Cecilia Adrogu???©, and Mar???a Gigaglia credits rankings within the Presence of Bailout: The Case of Mexican Subnational govt Debt Fausto Hern????ndez-Trillo and Ricardo Smith-Ram???rez Thirty Years of forex Crises in Argentina: exterior Shocks or family Fragility? Graciela Kaminsky, Amine Mati, and Nada Choueiri Who observed Sovereign Debt Crises Coming? Sebasti????n Nieto-Parra
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Additional info for Economia: Fall 2009
1963. ” Teachers College Records, no. 64: 723–33. Cervini, R. 2001. html). CIPPEC (Centro de Implementación de Políticas Públicas para la Equidad y el Crecimiento). 2006. Estudio para la implementación de una política nacional de extensión de la jornada escolar. Buenos Aires. , and others. 1966. Equality of Educational Opportunity. S. Government Printing Ofﬁce. Consejo Nacional de Educación. 1968. Escuela de jornada completa. Organización y funcionamiento. Buenos Aires. ———. 1971. Reglamento orgánico para escuelas de jornada completa.
In order to control for T A B L E 6 . Outcomes of Students from High SES Households Units as indicated Outcomes Educational Repetition in high school (1: yes, 0: no) Type of postgraduate studies (1: post degree, 2: master, 3: PhD) No. obs. Mean Std. dev. 56* *Statistically significant at the 10 percent level; **statistically significant at the 5 percent level; ***statistically significant at the 1 percent level. 24 E C O N O M I A , Fall 2009 T A B L E 7 . 42 Outcomes Educational Repetition in primary school Conclusion of high school Repetition in high school Tertiary (postsecondary) studies Conclusion of first tertiary study Timely conclusion of first tertiary study Year in which first tertiary study was interrupted Second tertiary study if person finished first one Conclusion of second tertiary study if first one was finished Timely conclusion of second tertiary study if first one was finished Year in which second tertiary study was interrupted if first one was finished Postgraduate studies Type of postgraduate studies Conclusion of postgraduate studies Knowledge of foreign language *Statistically significant at the 5 percent level; †model not significant at the 5 percent level.
Another negative but stronger effect is on the access to postgraduate studies. The middle SES group is the 36. As Angrist and Pischke (2009) demonstrate, regression estimators differ from matching estimators in the weights used to combine the covariate-speciﬁc effects into a single average effect. In particular, while matching uses the distribution of covariates among the treated to weight covariate-speciﬁc estimates into an estimate of the effect of treatment on the treated, regression produces a variance-weighted average of these effects.