Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/295567 
Year of Publication: 
2017
Series/Report no.: 
CReAM Discussion Paper Series No. 10/17
Publisher: 
Centre for Research & Analysis of Migration (CReAM), Department of Economics, University College London, London
Subjects: 
education
gender
identification
fixed effects
teacher quality
JEL: 
I21
J45
J71
J78
Document Type: 
Working Paper

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