Work in progress
Ghysels, J., C. Haelermans & F. Prince (2018). The Role of Information in Learning. Information as a Learning Incentive in Secondary School – Evidence from a Randomized Experiment (submitted).
Heers, M., C. Haelermans & M. Monfrance (2020). In or Out? The Relationship Between Immigrant Concentration and Dropout of Native and Immigrant Students in Compulsory Education (submitted).
Bartelet, D., C. Haelermans, W. Groot & H. Maassen van den Brink (2013). The effect of schooling on informal and formally taught mathematics abilities, while controlling for child specific characteristics - A regression-discontinuity approach (working paper).
Haelermans, C., K. Marquardt & J. Ruggiero (2015). A note on measuring environmental harshness (working paper).
Haelermans, C. & J. Ghysels (2019). Effectively involving low-SES parents in human capital development: Evidence from a field experiment. Research Centre for Education and the Labour Market. ROA Research Memoranda, No. 008. (working paper).
Edmark, K., I. Hussain & C. Haelermans (2020). The Impact of Voucher Schools: Evidence from Swedish Upper Secondary Schools. Scandinavian working papers in economics, SOFI working paper series No 3/2020. (working paper).
Haelermans, C., K. Wessling, M. Monfrance, Ghysels, J. & I. Rud (2020). To what extend and for whom are summer schools effective in reducing the risk of grade retention? (working paper).
Belfi, B. & C. Haelermans (2017). How School SES impacts school related psychosocial development in upper primary school: a propensity matching approach (working paper).
Monfrance, M., C. Haelermans, H. Leenders, J. de Jong and K. Coppens (2018). Differences in teacher practices regarding parental involvement in primary education explained (working paper).
Haelermans, C. & T. Schils (2018). Unraveling gender differences in objective and subjective school performance outcomes: the role of personality characteristics (working paper).
Haelermans, C. & I. Vandyck (2018). The Effects of Group Differentiation by Students’ Learning Strategies (working paper).
Wouters, T., Z, Hermann & C. Haelermans (2018). Demand for secondary school characteristics - Evidence from school choice data in Hungary (working paper).
Cabus, S., C. Haelermans, I. Flink, C. Uwamahoro Gafiligi, J.F. Maniraho, K. Rutkowska & J. Peeraer (2020). Evaluating a certificate programme on educational mentorship and coaching leading to induction activities for new teachers in Rwandan primary schools. HIVA Working Paper D/2020/4718/011 – ISBN 9789088361074
Vooren, M., C. Haelermans, W. Groot & H. Maassen van den Brink (2020). Enrolment and study success in science, technology, engineering, and mathematics higher education. An analysis using longitudinal register data from the Netherlands (submitted).
Molin, F., A. de Bruijn & C. Haelermans (2020). Developing a metacognitive framework to understand formative assessments with polling systems: The role of metacognitive prompts and diagnostic cues (submitted).
Vooren, M., C. Haelermans, W. Groot & H. Maassen van den Brink (2020). Make IT Work: the Labour Market Effects of Information Technology Retraining in the Netherlands. (working paper).
Heers, M., C. Haelermans & M. Monfrance (2020). How Important is it With Whom You Go to School? The Relationship between Immigrant Peers and Educational Success Across the Entire School Career of Native and Immigrant Students (working paper).
(WiP Work in Progress)