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Articles 1 - 6 of 6
Full-Text Articles in Social and Behavioral Sciences
Superstar Cities, Inequality And Housing Policy, S Y Phang
Superstar Cities, Inequality And Housing Policy, S Y Phang
PHANG Sock Yong
Income and wealth inequality have been constantly debated, especially in recent years. Most studies, such as the recent work by Thomas Piketty, compare inequality across countries and over time. National inequality measures, however, mask considerable variations across cities within the same country. A country’s biggest and most economically dynamic cities also tend to have the largest inequality gaps. These cities – what Joseph Gyourko calls “Superstar Cities” – are also distinguished by their high housing prices. Migration in and out of cities limits the extent to which Superstar Cities can use local redistributive policies (including housing policies) to reduce inequality. …
Closing The Gaps? The Politics Of Maori Inequality., Evan Poata-Smith
Closing The Gaps? The Politics Of Maori Inequality., Evan Poata-Smith
Evan S. Te Ahu Poata-Smith
No abstract provided.
The Political Economy Of Inequality Between Maori And Pakeha, Evan Poata-Smith
The Political Economy Of Inequality Between Maori And Pakeha, Evan Poata-Smith
Evan S. Te Ahu Poata-Smith
No abstract provided.
Te Ao Marama? Cultural Solutions To Maori Educational Inequality: A Critique, Evan Poata-Smith
Te Ao Marama? Cultural Solutions To Maori Educational Inequality: A Critique, Evan Poata-Smith
Evan S. Te Ahu Poata-Smith
No abstract provided.
Tax The Rich, Michael I. Niman Ph.D.
Ability Grouping And Academic Inequality: Evidence From Trinidad And Tobago, Clement (Kirabo) Jackson
Ability Grouping And Academic Inequality: Evidence From Trinidad And Tobago, Clement (Kirabo) Jackson
C. Kirabo Jackson
In Trinidad and Tobago students are assigned to secondary schools after fifth grade based on achievement tests, generating large differences in school and peer quality. Using instrumental variables to address self-selection bias, I find that being assigned to a school with high-achieving peers has large positive effects on examination performance, particularly for girls. This suggests that ability grouping (or school tracking) reinforces achievement differences by assigning the weakest students to schools that provide the least value-added. While students benefit from attending schools with brighter peers on average, the marginal effect is non-linear such that there are small benefits to attending …