The Roles of Cognitive and Non-Cognitive Skills in Moderating the Effects of Mixed-Ability Schools on Long-Term Health

First Author: Basu A
Attributed to:  Health, Econometrics and Data Group funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.3386/w20811

Publication URI: http://dx.doi.org/10.3386/w20811

Type: Working Paper