This study explores the impact of a Smart Classroom (SCM) program on student performance in science subjects on a high-stakes national exam for lower-secondary school students in Rwanda. To do this, we leverage plausibly exogenous variations in program exposure resulting from the staggered implementation of the SCM reform across schools and students. Overall, the study finds a positive effect of the program on student performance. Specifically, we find that the SCM program has positive and significant effects on student performance in physics, biology, and geography, albeit small in magnitude. However, no effect was found for mathematics or chemistry. Our results also suggest that, while classroom technology can enhance learning, such effects may only be realized after a long exposure period.
{"title":"Smart classrooms and education outcomes: Evidence from Rwanda","authors":"Muthoni Nganga , Aimable Nsabimana , Christine Niyizamwiyitira","doi":"10.1016/j.econedurev.2025.102736","DOIUrl":"10.1016/j.econedurev.2025.102736","url":null,"abstract":"<div><div>This study explores the impact of a Smart Classroom (SCM) program on student performance in science subjects on a high-stakes national exam for lower-secondary school students in Rwanda. To do this, we leverage plausibly exogenous variations in program exposure resulting from the staggered implementation of the SCM reform across schools and students. Overall, the study finds a positive effect of the program on student performance. Specifically, we find that the SCM program has positive and significant effects on student performance in physics, biology, and geography, albeit small in magnitude. However, no effect was found for mathematics or chemistry. Our results also suggest that, while classroom technology can enhance learning, such effects may only be realized after a long exposure period.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102736"},"PeriodicalIF":1.8,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-11DOI: 10.1016/j.econedurev.2025.102750
Anjali P. Verma , A. Yonah Meiselman
We study the effects of disruptive peers within disciplinary schools. When regular instructional schools send disruptive students away to disciplinary schools, removed students are exposed to highly disruptive peers. Using rich administrative data on Texas high school students, we leverage within-school-year variation in peer composition at disciplinary schools to estimate the effects. We show that for students placed in disciplinary schools, exposure to more disruptive peer groups increases their subsequent removals and reduces educational attainment and earnings. Our results draw attention to an unintended consequence of student removal and underscore how brief exposure to disruptive peers can affect students’ long-run trajectories.
{"title":"Disruptive interactions: Long-run peer effects of disciplinary schools","authors":"Anjali P. Verma , A. Yonah Meiselman","doi":"10.1016/j.econedurev.2025.102750","DOIUrl":"10.1016/j.econedurev.2025.102750","url":null,"abstract":"<div><div>We study the effects of disruptive peers within disciplinary schools. When regular instructional schools send disruptive students away to disciplinary schools, removed students are exposed to highly disruptive peers. Using rich administrative data on Texas high school students, we leverage <em>within-school-year</em> variation in peer composition at disciplinary schools to estimate the effects. We show that for students placed in disciplinary schools, exposure to more disruptive peer groups increases their subsequent removals and reduces educational attainment and earnings. Our results draw attention to an unintended consequence of student removal and underscore how brief exposure to disruptive peers can affect students’ long-run trajectories.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102750"},"PeriodicalIF":1.8,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-06DOI: 10.1016/j.econedurev.2025.102751
Russell W. Rumberger
{"title":"Corrigendum to “Education and the reproduction of economic inequality in the United States: An empirical investigation” [Econ. Educ. Rev. 29 (2010) 246-254]","authors":"Russell W. Rumberger","doi":"10.1016/j.econedurev.2025.102751","DOIUrl":"10.1016/j.econedurev.2025.102751","url":null,"abstract":"","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102751"},"PeriodicalIF":1.8,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-18DOI: 10.1016/j.econedurev.2025.102739
Siv-Elisabeth Skjelbred, Marte E.S. Ulvestad
While studying abroad is often assumed to enhance graduates’ job prospects, research offers mixed findings. Furthermore, the existing literature has largely focused on individual outcomes such as graduates’ wages and employment. This paper shifts the focus to the employer perspective by providing large-scale experimental evidence on how study abroad experience impacts hiring intentions. Using an experimental vignette integrated into the Norwegian National Employer Survey (n=8,300), we examine whether employers value study abroad experience and whether attitudes differ by the length of the stay. Our findings show that studying one year abroad does not improve employability, and that applicants with a full degree obtained abroad are considered less employable than applicants with a domestic degree. The negative impact of a full degree from abroad is more pronounced for applicants with foreign-sounding names, linking our contribution to broader debates on foreign education.
{"title":"Distinction or drawback? Employers’ perceptions of study abroad experience","authors":"Siv-Elisabeth Skjelbred, Marte E.S. Ulvestad","doi":"10.1016/j.econedurev.2025.102739","DOIUrl":"10.1016/j.econedurev.2025.102739","url":null,"abstract":"<div><div>While studying abroad is often assumed to enhance graduates’ job prospects, research offers mixed findings. Furthermore, the existing literature has largely focused on individual outcomes such as graduates’ wages and employment. This paper shifts the focus to the employer perspective by providing large-scale experimental evidence on how study abroad experience impacts hiring intentions. Using an experimental vignette integrated into the Norwegian National Employer Survey (n=8,300), we examine whether employers value study abroad experience and whether attitudes differ by the length of the stay. Our findings show that studying one year abroad does not improve employability, and that applicants with a full degree obtained abroad are considered less employable than applicants with a domestic degree. The negative impact of a full degree from abroad is more pronounced for applicants with foreign-sounding names, linking our contribution to broader debates on foreign education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102739"},"PeriodicalIF":1.8,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-14DOI: 10.1016/j.econedurev.2025.102737
Iman Dadgar
This study examines the influence of students’ ordinal positions in the distribution of grades in their ninth-grade school cohort on subsequent educational and labor market outcomes using population-wide data for Sweden. The identification strategy uses differences between students’ ranks in their school and their ranks in the country-wide ability distribution after conditioning on school-cohort fixed effects and school-level grade distributions. The findings reveal an advantage of occupying a higher rank in school with respect to educational and labor market accomplishments in adulthood, whereas a lower rank yields adverse consequences. Contrary to findings from the United States, no effect is found for students situated in the middle of the rank distribution. This study also shows that ordinal rank effects are more pronounced for students with lower socio-economic status and for female students at the top of their school ability distribution. This study highlights the importance of students’ rank positions in determining their future academic and professional outcomes.
{"title":"The effect of ordinal rank in school on educational achievement and income in Sweden","authors":"Iman Dadgar","doi":"10.1016/j.econedurev.2025.102737","DOIUrl":"10.1016/j.econedurev.2025.102737","url":null,"abstract":"<div><div>This study examines the influence of students’ ordinal positions in the distribution of grades in their ninth-grade school cohort on subsequent educational and labor market outcomes using population-wide data for Sweden. The identification strategy uses differences between students’ ranks in their school and their ranks in the country-wide ability distribution after conditioning on school-cohort fixed effects and school-level grade distributions. The findings reveal an advantage of occupying a higher rank in school with respect to educational and labor market accomplishments in adulthood, whereas a lower rank yields adverse consequences. Contrary to findings from the United States, no effect is found for students situated in the middle of the rank distribution. This study also shows that ordinal rank effects are more pronounced for students with lower socio-economic status and for female students at the top of their school ability distribution. This study highlights the importance of students’ rank positions in determining their future academic and professional outcomes.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102737"},"PeriodicalIF":1.8,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145527591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-12DOI: 10.1016/j.econedurev.2025.102738
Michael R.M. Abrigo , Kris A. Francisco , Kevin Carl P. Santos
Schools are often used as temporary shelters during calamities in many places around the world. This may prolong calamity-induced school closures, which may contribute to learning losses. In this study, we combined student assessment data from the Philippine round of the 2019 Trends in International Mathematics and Science Study (TIMSS) with school administrative records and area-level typhoon warnings to assess the impact of short school closures on learning outcomes. Results show that one school closure day induced by school-as-shelter use depresses student achievement by 12 to 14 percent of a standard deviation, equivalent roughly to as much as a full year’s worth of learning. We find limited evidence that this could be partly driven by a decline in student interest, rather than by a contraction in the breadth of topics covered in class or by poorer teaching quality. These findings highlight potential hidden disasters from seemingly benign but frequent hazards.
{"title":"School closures, shelter-use and learning outcomes in the philippines: evidence from 2019 TIMSS","authors":"Michael R.M. Abrigo , Kris A. Francisco , Kevin Carl P. Santos","doi":"10.1016/j.econedurev.2025.102738","DOIUrl":"10.1016/j.econedurev.2025.102738","url":null,"abstract":"<div><div>Schools are often used as temporary shelters during calamities in many places around the world. This may prolong calamity-induced school closures, which may contribute to learning losses. In this study, we combined student assessment data from the Philippine round of the 2019 Trends in International Mathematics and Science Study (TIMSS) with school administrative records and area-level typhoon warnings to assess the impact of short school closures on learning outcomes. Results show that one school closure day induced by school-as-shelter use depresses student achievement by 12 to 14 percent of a standard deviation, equivalent roughly to as much as a full year’s worth of learning. We find limited evidence that this could be partly driven by a decline in student interest, rather than by a contraction in the breadth of topics covered in class or by poorer teaching quality. These findings highlight potential hidden disasters from seemingly benign but frequent hazards.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"110 ","pages":"Article 102738"},"PeriodicalIF":1.8,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145486181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-05DOI: 10.1016/j.econedurev.2025.102732
Jane Arnold Lincove , Katharine O. Strunk , Nathan Barrett
We investigate how large-scale expansion of charter schools and deregulation of teacher employment in New Orleans influenced teacher compensation. Decentralized and deregulated teacher hiring by independent charter managers is hypothesized to improve efficiency by aligning teacher incentives with goals for school improvement. In practice, charter schools might lack motivation, resources, or budget flexibility to substantially differentiate pay. The New Orleans Public School System (NOPS) is the only US school district in which the charter sector dominates teacher employment. Using data from a period when the share of teachers employed by charters increased from 70 to nearly 100 percent, we estimate hedonic wage models based on teacher attributes, training and experience, teaching assignments, and individual performance measures. We find mixed evidence regarding the efficiency of charter compensation relative to typical district contracts. At hiring, charters value masters degrees, specialized training, and pre-service work experience but not formal teaching certificates. Starting pay varies with external labor market conditions, and returns to experience are non-linear, with higher gains in early years of employment. Salary gains for teaching challenging courses, improving student proficiency, and test score growth are significant but small, and the use of supplemental pay and performance bonuses is not widespread.
{"title":"Teacher pay in a competitive market: A hedonic wage estimate for charter schools in New Orleans","authors":"Jane Arnold Lincove , Katharine O. Strunk , Nathan Barrett","doi":"10.1016/j.econedurev.2025.102732","DOIUrl":"10.1016/j.econedurev.2025.102732","url":null,"abstract":"<div><div>We investigate how large-scale expansion of charter schools and deregulation of teacher employment in New Orleans influenced teacher compensation. Decentralized and deregulated teacher hiring by independent charter managers is hypothesized to improve efficiency by aligning teacher incentives with goals for school improvement. In practice, charter schools might lack motivation, resources, or budget flexibility to substantially differentiate pay. The New Orleans Public School System (NOPS) is the only US school district in which the charter sector dominates teacher employment. Using data from a period when the share of teachers employed by charters increased from 70 to nearly 100 percent, we estimate hedonic wage models based on teacher attributes, training and experience, teaching assignments, and individual performance measures. We find mixed evidence regarding the efficiency of charter compensation relative to typical district contracts. At hiring, charters value masters degrees, specialized training, and pre-service work experience but not formal teaching certificates. Starting pay varies with external labor market conditions, and returns to experience are non-linear, with higher gains in early years of employment. Salary gains for teaching challenging courses, improving student proficiency, and test score growth are significant but small, and the use of supplemental pay and performance bonuses is not widespread.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102732"},"PeriodicalIF":1.8,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.econedurev.2025.102735
Pinjas Albagli , Andrés García-Echalar
This paper examines the effects of a major 2012 student loan reform in Chile that reduced interest rates from 6% to 2% and introduced more flexible repayment terms. Unlike studies of initial loan implementation, this reform offers a rare opportunity to examine how changes in the cost of borrowing affect enrollment decisions among already-eligible students. Using rich administrative data and a difference-in-differences design, we estimate the effects of the reform on immediate enrollment, second-year enrollment, and second-year dropout. To strengthen causal inference, we complement our strategy with a difference-in-discontinuities approach that leverages eligibility thresholds. We find a compositional shift in immediate enrollment: university enrollment increases by 2.5 percentage points, offset by an equal decline in vocational institutions, with no effect on overall enrollment. This shift persists into second-year outcomes, where university students exhibit slightly higher dropout and vocational students show improved persistence. These effects are concentrated among students from voucher schools and are absent among students from public schools, likely due to persistent academic and financial constraints. We also find that overall enrollment declines for female students, which may reflect greater risk aversion in response to uncertainty. These findings shed light on how price-based reforms to student loan programs can generate unequal responses across student groups and institutional sectors, offering valuable lessons for the design of equitable higher education financing.
{"title":"Rethinking student loan design: Evidence from a price-based reform in Chilean higher education","authors":"Pinjas Albagli , Andrés García-Echalar","doi":"10.1016/j.econedurev.2025.102735","DOIUrl":"10.1016/j.econedurev.2025.102735","url":null,"abstract":"<div><div>This paper examines the effects of a major 2012 student loan reform in Chile that reduced interest rates from 6% to 2% and introduced more flexible repayment terms. Unlike studies of initial loan implementation, this reform offers a rare opportunity to examine how changes in the cost of borrowing affect enrollment decisions among already-eligible students. Using rich administrative data and a difference-in-differences design, we estimate the effects of the reform on immediate enrollment, second-year enrollment, and second-year dropout. To strengthen causal inference, we complement our strategy with a difference-in-discontinuities approach that leverages eligibility thresholds. We find a compositional shift in immediate enrollment: university enrollment increases by 2.5 percentage points, offset by an equal decline in vocational institutions, with no effect on overall enrollment. This shift persists into second-year outcomes, where university students exhibit slightly higher dropout and vocational students show improved persistence. These effects are concentrated among students from voucher schools and are absent among students from public schools, likely due to persistent academic and financial constraints. We also find that overall enrollment declines for female students, which may reflect greater risk aversion in response to uncertainty. These findings shed light on how price-based reforms to student loan programs can generate unequal responses across student groups and institutional sectors, offering valuable lessons for the design of equitable higher education financing.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102735"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gender disparities in STEM field participation persist widely across all levels. This study examines whether signals about academic aptitude influence participation in STEM fields. We draw on 10 years of administrative data on aptitude tests administered by a private university in Peru to approximately 3,000 high school students annually. Prior to taking the exam, students indicate their non-binding preferences for college majors. Admission to majors is based on cutoff scores on the exam. Using a regression discontinuity design, we find that among students whose preferred major was not engineering, meeting the engineering math cutoff increases the probability of enrolling in engineering by 10–12 percentage points. These effects are particularly strong and statistically significant for female students. We also find evidence that the signal had a positive effect on graduation from engineering. Our results highlight the importance of external validation in shaping career decisions and carry important policy implications.
{"title":"Signals of aptitude and female STEM career choices","authors":"Marcos Agurto , Sandra Boisvert , Siddharth Hari , Valeria Quevedo , Sudipta Sarangi , Susana Vegas","doi":"10.1016/j.econedurev.2025.102727","DOIUrl":"10.1016/j.econedurev.2025.102727","url":null,"abstract":"<div><div>Gender disparities in STEM field participation persist widely across all levels. This study examines whether signals about academic aptitude influence participation in STEM fields. We draw on 10 years of administrative data on aptitude tests administered by a private university in Peru to approximately 3,000 high school students annually. Prior to taking the exam, students indicate their non-binding preferences for college majors. Admission to majors is based on cutoff scores on the exam. Using a regression discontinuity design, we find that among students whose preferred major was not engineering, meeting the engineering math cutoff increases the probability of enrolling in engineering by 10–12 percentage points. These effects are particularly strong and statistically significant for female students. We also find evidence that the signal had a positive effect on graduation from engineering. Our results highlight the importance of external validation in shaping career decisions and carry important policy implications.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102727"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper evaluates the effectiveness of “Financial Education in School”, a comprehensive financial education program implemented by the Bank of Italy across primary and secondary schools nationwide. The initiative combines teacher training, tailored educational materials, and interactive classroom activities to embed financial literacy into the curriculum. Drawing on two randomized controlled trials with more than 1500 students in grades 5 and 8, we report three main findings. First, teacher-led instruction significantly improves financial knowledge, with large effect sizes of 0.54 and 0.66 standard deviations for grade 5 and grade 8, respectively. Second, distributing self-study booklets without guided lessons has no average effect, except among socioeconomically advantaged students. Third, while overall impacts on financial attitudes are limited, teacher-led instruction fosters greater willingness to delay immediate rewards (patience) among younger pupils and supports disadvantaged students in developing more future-oriented saving preferences. Overall, the results highlight the central role of schools and teachers in delivering effective and equitable financial education.
{"title":"Financial literacy calls the roll — The effectiveness of a financial education program in Italian schools","authors":"Tommaso Agasisti , Alessio D’Ignazio , Gabriele Iannotta , Angela Romagnoli , Marco Tonello","doi":"10.1016/j.econedurev.2025.102731","DOIUrl":"10.1016/j.econedurev.2025.102731","url":null,"abstract":"<div><div>This paper evaluates the effectiveness of “Financial Education in School”, a comprehensive financial education program implemented by the Bank of Italy across primary and secondary schools nationwide. The initiative combines teacher training, tailored educational materials, and interactive classroom activities to embed financial literacy into the curriculum. Drawing on two randomized controlled trials with more than 1500 students in grades 5 and 8, we report three main findings. First, teacher-led instruction significantly improves financial knowledge, with large effect sizes of 0.54 and 0.66 standard deviations for grade 5 and grade 8, respectively. Second, distributing self-study booklets without guided lessons has no average effect, except among socioeconomically advantaged students. Third, while overall impacts on financial attitudes are limited, teacher-led instruction fosters greater willingness to delay immediate rewards (patience) among younger pupils and supports disadvantaged students in developing more future-oriented saving preferences. Overall, the results highlight the central role of schools and teachers in delivering effective and equitable financial education.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102731"},"PeriodicalIF":1.8,"publicationDate":"2025-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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