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Given Names Structure and Performance in Standardized Test Scores: The Colombian Case

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dc.description.abstract This paper studies the relationship between the structure of given names (specific-letters composition) and the performance of students in a standardized test. We estimate a model where students’ test results are explained by usual variables and whether the child has a unique name or not; the model controls for previous performance of the student in the test. Our results show that having a unique name is associated to lower results in math and language particularly for males. en
dc.title Given Names Structure and Performance in Standardized Test Scores: The Colombian Case en
dc.contributor.author Cortés, Darwin
dc.contributor.author Maldonado, Darío
dc.contributor.author Valencia-Amaya, Mauricio G.
dc.date.accessioned 2015-10-15T00:58:18Z
dc.date.available 2015-10-15T00:58:18Z
dc.date.issued 2015-10-15
dc.identifier.uri http://hdl.handle.net/123456789/53063
lacea.language.supported en
dc.description Working paper
dc.language.iso en
dc.subject Given Names
dc.subject Test Results
dc.subject Students
dc.subject Education
dc.type Working Paper


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