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This work demonstrates the value of the CEO’s background in determining the success of ICOs. The definition of success can differ between entrepreneurs and investors and corresponds to the maximum amount of money raised for the former, and the listing of the ICO’s tokens for the latter. These outcomes are uncoupled from each other through breaches of contract (frauds), i.e., the fact that ICOs that have reached their hard caps do not list their tokens in up to 26.71% of the cases. As a result, both outcomes are influenced by different sets of ICOs’ characteristics, and some characteristics can influence both outcomes in opposite directions (KYC). We provide models that help determine both outcomes based on factual, easy-to-gather information, including an easy-to-use RPA predictive model for the likelihood of token listing.
CEO characteristic --- Initial Coin Offering (ICO) --- Token offering --- Token listing --- Fundraising --- Finance --- Blockchain --- University degree --- Investors --- Entrepreneurs --- Cryptocurrencies --- Moral hazard --- Country restriction --- Scam --- Sciences économiques & de gestion > Stratégie & innovation
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In 2009, the Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among 108 public primary schools with the lowest test scores in the national student assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two alternative strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. When students, teachers, and parents in a school know that their scores are low, and this triggers a process of self-evaluation and analysis, the process itself may lead to an improvement in learning outcomes. Information on quality, without punitive measures but within a supportive and collaborative environment, appears to be sufficient to improve learning outcomes.
Academic areas --- Academic year --- Achievement --- Age-grade distortion --- Average number of students --- Average score --- Average test scores --- Classroom --- Classrooms --- College --- Community schools --- Curriculum --- Decentralization --- Diplomas --- Economics of education --- Education --- Education authorities --- Education for all --- Education of teachers --- Education policies --- Education programs --- Education services --- Education system --- Educational authorities --- Educational programs --- Effective schools & teachers --- Exam --- Future research --- Girls --- Goals --- Grade retention --- Grade schools --- Graduate --- Graduate diploma --- Groups --- Innovative education --- Interventions --- ITS --- Knowledge --- Learning --- Learning outcomes --- Let --- Literacy --- Math scores --- Math test --- Ministry of education --- Mobility --- National educational programs --- National school --- Number of schools --- Number of students --- Number of teachers --- Online access --- Open access --- Papers --- Pedagogical tools --- Performance in math --- Performance of schools --- Primary education --- Primary schools --- Principals --- Public primary schools --- Public school --- Public school teachers --- Public schools --- Quality education --- Quality of education --- Quality of education services --- Report cards --- Research --- School --- School census --- School directors --- School improvement --- School improvement plan --- School improvement program --- School leaders --- School level --- School performance --- School principals --- School quality --- School size --- School supervision --- School supervisors --- School system --- School teachers --- School year --- Schooling --- Schools --- Science --- Secondary education --- Skills --- Standardized tests --- State education --- Statistics --- Strategies --- Student --- Student achievement --- Student assessment --- Student learning --- Student learning outcomes --- Student mobility --- Student outcomes --- Student performance --- Student population --- Student-Teacher ratio --- Student/teacher ratio --- Students --- Studies --- Study --- Subject areas --- Subjects --- Teacher --- Teacher ratio --- Teacher unions --- Teachers --- Teaching --- Tertiary education --- Test scores --- Tests --- Training --- Tuition --- University --- University degree
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Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program Oportunidades. The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns.
Academic ability --- Academic achievement --- Academic quality --- Academic year --- Access to university --- Achievement --- Achievement standards --- Assignment mechanism --- Average treatment effect --- Career --- College --- College education --- Curriculum --- Dropout rate --- Economic development --- Economics of education --- Education --- Education for all --- Education institutions --- Education level --- Education programs --- Educational modalities --- Educational outcomes --- Effective schools & teachers --- Elite schools --- Employment --- Enrollment --- Ethnic composition --- Exam --- Fees --- Geographic distribution --- Grade levels --- Graduate --- Graduation rate --- Grants --- High school --- High school level --- High school students --- High schools --- Higher education --- Human capital --- Information technology --- ITS --- Labor markets --- Learning --- LET --- Literature --- Low-income students --- Lower secondary --- Lower secondary school --- Middle school --- Middle schools --- Ministry of education --- Mobility --- Number of students --- Number of students per teacher --- Open access --- Parental education --- Pedagogical methods --- Primary education --- Public education --- Public school --- Public schools --- Returns to education --- Scholarships --- School attendance --- School census --- School completion --- School curriculum --- School days --- School facilities --- School infrastructure --- School level --- School principals --- School program --- School programs --- School quality --- School students --- School supplies --- School vouchers --- School year --- Schooling --- Secondary education --- Secondary enrollment --- Secondary school --- Secondary schooling --- Skills --- Statistics --- Student ability --- Students --- Students per teacher --- Study --- Teacher --- Teachers --- Technical education --- Technical schools --- Technical track --- Tertiary education --- Tertiary level --- Test scores --- Training --- Tuition --- Tuition costs --- Tuition fees --- University --- University degree --- University programs --- Upper secondary --- Upper secondary education --- Upper secondary level --- Vocational education --- Vocational school --- Vocational schools --- Vouchers --- Workshops
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In 2009, the Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among 108 public primary schools with the lowest test scores in the national student assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two alternative strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. When students, teachers, and parents in a school know that their scores are low, and this triggers a process of self-evaluation and analysis, the process itself may lead to an improvement in learning outcomes. Information on quality, without punitive measures but within a supportive and collaborative environment, appears to be sufficient to improve learning outcomes.
Academic areas --- Academic year --- Achievement --- Age-grade distortion --- Average number of students --- Average score --- Average test scores --- Classroom --- Classrooms --- College --- Community schools --- Curriculum --- Decentralization --- Diplomas --- Economics of education --- Education --- Education authorities --- Education for all --- Education of teachers --- Education policies --- Education programs --- Education services --- Education system --- Educational authorities --- Educational programs --- Effective schools & teachers --- Exam --- Future research --- Girls --- Goals --- Grade retention --- Grade schools --- Graduate --- Graduate diploma --- Groups --- Innovative education --- Interventions --- ITS --- Knowledge --- Learning --- Learning outcomes --- Let --- Literacy --- Math scores --- Math test --- Ministry of education --- Mobility --- National educational programs --- National school --- Number of schools --- Number of students --- Number of teachers --- Online access --- Open access --- Papers --- Pedagogical tools --- Performance in math --- Performance of schools --- Primary education --- Primary schools --- Principals --- Public primary schools --- Public school --- Public school teachers --- Public schools --- Quality education --- Quality of education --- Quality of education services --- Report cards --- Research --- School --- School census --- School directors --- School improvement --- School improvement plan --- School improvement program --- School leaders --- School level --- School performance --- School principals --- School quality --- School size --- School supervision --- School supervisors --- School system --- School teachers --- School year --- Schooling --- Schools --- Science --- Secondary education --- Skills --- Standardized tests --- State education --- Statistics --- Strategies --- Student --- Student achievement --- Student assessment --- Student learning --- Student learning outcomes --- Student mobility --- Student outcomes --- Student performance --- Student population --- Student-Teacher ratio --- Student/teacher ratio --- Students --- Studies --- Study --- Subject areas --- Subjects --- Teacher --- Teacher ratio --- Teacher unions --- Teachers --- Teaching --- Tertiary education --- Test scores --- Tests --- Training --- Tuition --- University --- University degree
Choose an application
Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program Oportunidades. The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns.
Academic ability --- Academic achievement --- Academic quality --- Academic year --- Access to university --- Achievement --- Achievement standards --- Assignment mechanism --- Average treatment effect --- Career --- College --- College education --- Curriculum --- Dropout rate --- Economic development --- Economics of education --- Education --- Education for all --- Education institutions --- Education level --- Education programs --- Educational modalities --- Educational outcomes --- Effective schools & teachers --- Elite schools --- Employment --- Enrollment --- Ethnic composition --- Exam --- Fees --- Geographic distribution --- Grade levels --- Graduate --- Graduation rate --- Grants --- High school --- High school level --- High school students --- High schools --- Higher education --- Human capital --- Information technology --- ITS --- Labor markets --- Learning --- LET --- Literature --- Low-income students --- Lower secondary --- Lower secondary school --- Middle school --- Middle schools --- Ministry of education --- Mobility --- Number of students --- Number of students per teacher --- Open access --- Parental education --- Pedagogical methods --- Primary education --- Public education --- Public school --- Public schools --- Returns to education --- Scholarships --- School attendance --- School census --- School completion --- School curriculum --- School days --- School facilities --- School infrastructure --- School level --- School principals --- School program --- School programs --- School quality --- School students --- School supplies --- School vouchers --- School year --- Schooling --- Secondary education --- Secondary enrollment --- Secondary school --- Secondary schooling --- Skills --- Statistics --- Student ability --- Students --- Students per teacher --- Study --- Teacher --- Teachers --- Technical education --- Technical schools --- Technical track --- Tertiary education --- Tertiary level --- Test scores --- Training --- Tuition --- Tuition costs --- Tuition fees --- University --- University degree --- University programs --- Upper secondary --- Upper secondary education --- Upper secondary level --- Vocational education --- Vocational school --- Vocational schools --- Vouchers --- Workshops
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--- doktori fokozat --- certificado de aptidão --- doctorado --- universitetsdiplom --- duelighedsbevis --- apliecība --- akadémiai fokozat --- Nivel i Përparuar --- Reifeprüfung --- licenciatura --- bacalaureat --- eindexamen gymnasium --- матура --- titolo universitario --- maturitní vysvědčení --- Universitätsdiplom --- sveučilišna diploma --- egyetemi oklevél --- европска матура --- graduado escolar --- Euroopa küpsustunnistus --- ευρωπαϊκό απολυτήριο μέσης εκπαίδευσης --- baccalauréat européen --- título académico --- výuční list --- certificat d'aptitude --- maturità scientifica --- título de doctor --- pädevustunnistus --- diploma universitario --- prvostupnik --- izglītības dokuments --- europska matura --- grad universitar --- Zeugnis --- studentexamen --- titolo scolastico --- bakalaeruat europian --- vysokoškolský diplom --- bakalaeruat --- osvedčenie o výročnej skúške --- Abitur --- studentereksamen --- título de licenciado --- certificato d'idoneità --- ülikoolidiplom --- bachillerato --- Hochschulreife --- kompetensbevis --- maturità classica --- diplôme universitaire --- küpsuseksam --- diplomë universiteti --- ylioppilastutkinto --- univerzitní titul --- πανεπιστημιακό δίπλωμα --- академски назив --- grado universitario --- europæisk studentereksamen --- középiskolai bizonyítvány --- titre universitaire --- maturità --- меѓународен бакалауреат --- диплома од трет циклус на студии --- Befähigungsnachweis --- schulischer Abschluß --- baccalauréat --- диплома од втор циклус на студии --- aukštesnysis lygis --- university degree --- atestatas --- európai felsőfokú alapképzési fokozat --- lõputunnistus --- Diplom --- osvědčení o studiu --- bacharelato europeu --- certificado de estudios --- universitetsgrad --- απολυτήριο μέσης εκπαίδευσης --- eindexamen middelbare school --- atestāts --- bizonyítvány --- mesterfokozat --- Advanced Level --- título de bachiller --- πτυχίο πανεπιστημίου --- bacharelato --- универзитетска диплома --- humaniora-diploma --- maturità europea --- akademischer Grad --- πιστοποιητικό σπουδών --- képesítő bizonyítvány --- General Certificate of Secondary Education --- univerzitný diplom --- Politieke structuren: elite
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