| Srl | Item |
| 1 |
ID:
079346
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| Publication |
Leiden, Brill, 2007.
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| Description |
xix, 383p.
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| Series |
China Studies
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| Standard Number |
9789004153233
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 052631 | 370.951/FAU 052631 | Main | On Shelf | General | |
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| 2 |
ID:
089548
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| Publication |
2009.
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| Summary/Abstract |
This paper examines economic returns to schooling in urban China using ordinary least square (OLS) and instrumental variable (IV) methodologies. First, we find that OLS estimates of the returns to education are lower in China than in other transition economies, whereas IV estimates are higher in China. Second, we find that OLS, a method for estimating the returns to education without control for endogeneity bias, may underestimate the true rates of return for men. In addition, if we do not control for endogeneity bias and the sample selection bias, we may further underestimate the true rates of return for women. Finally, we find that OLS estimates of the returns to education for men are slightly higher than for women. The IV estimates for women are higher than those for men, and this difference increases after correcting for selectivity biases.
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| 3 |
ID:
027151
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| Publication |
Hong Kong, Dragonfly Books, 1962.
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| Description |
72p
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 001561 | 370.951/PRI 001561 | Main | On Shelf | General | |
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| 4 |
ID:
033451
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| Publication |
Oxford, Pergamon Press, 1989.
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| Description |
xix, 933-1621p.hbk
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| Series |
Countries of the World Information Series
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| Contents |
Vol. III
Compiled by The Chinese Academy of Social Sciences.
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| Standard Number |
0080347649
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Copies: C:1/I:0,R:1,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 029828 | 951.032/JAM 029828 | Main | On Shelf | Reference books | |
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| 5 |
ID:
096591
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| Publication |
2010.
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| Summary/Abstract |
Scholarship on education in China has correctly emphasized the massive inequalities in reform era educational funding. In describing these inequalities, however, scholars have made dubious claims about the supposedly low level of funding for education in China in relation to other countries. In this article, we examine the statistics on which this claim is based and detail the ways in which education is funded in China that do not get counted in the statistics. We conclude that though funding for education in China is unequal, the total level of such funding may not be low. Moreover, the official statistics are not a reliable guide to comparative discussions of educational funding.
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