Martin Carnoy

Stanford University, Palo Alto, CA 
Secondary Education, Higher Education, Individual and Family Studies
"Martin Carnoy"


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Arnold C. Harberger grad student 1964 Chicago (Econometree)
 (The Cost and Return to Schooling in Mexico: A Case Study)
Gregg Lewis grad student 1964 Chicago (Econometree)
 (The Cost and Return to Schooling in Mexico: A Case Study)
Theodore William Schultz grad student 1964 Chicago (Econometree)
 (The Cost and Return to Schooling in Mexico: A Case Study)


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Luis A. Benveniste grad student 2000 Stanford
Karen J. DeAngelis grad student 2000 Stanford
Patrick J. McEwan grad student 2000 Stanford
Michel J. Welmond grad student 2000 Stanford
Habibah Abdul Rahim grad student 2001 Stanford
Alba C. D'Souza grad student 2001 Stanford
Eduardo F. Lastra P-S grad student 2001 Stanford
Dana Sapatoru grad student 2001 Stanford
Bernardo H. Naranjo Pinera grad student 2002 Stanford
Xinchun Niu grad student 2002 Stanford
Lucrecia M. Santibanez grad student 2002 Stanford
Tatiana Melguizo grad student 2003 Stanford
Paula Razquin grad student 2003 Stanford
Gayle S. Christensen grad student 2004 Stanford
Jeffery H. Marshall grad student 2004 Stanford
Salvador H. Avila Cobo grad student 2005 Stanford
Bidemi Carrol grad student 2005 Stanford
Amber K. Gove grad student 2005 Stanford
Hiromi Asaoka grad student 2006 Stanford
Sandra M. Staklis grad student 2006 Stanford
Ronald D. Nakao grad student 2007 Stanford
Brooke W. Ricalde grad student 2007 Stanford
Namita Gupta grad student 2008 Stanford
Tara Beteille grad student 2009 Stanford
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Carnoy M, Khavenson T, Loyalka P, et al. (2016) Revisiting the Relationship Between International Assessment Outcomes and Educational Production: Evidence From a Longitudinal PISA-TIMSS Sample American Educational Research Journal. 53: 1054-1085
Kuzmina J, Carnoy M. (2016) The effectiveness of vocational versus general secondary education: Evidence from the PISA 2012 for countries with early tracking International Journal of Manpower. 37: 2-24
Khavenson T, Carnoy M. (2016) The unintended and intended academic consequences of educational reforms: the cases of Post-Soviet Estonia, Latvia and Russia Oxford Review of Education. 42: 178-199
Zakharov A, Tsheko G, Carnoy M. (2016) Do “better” teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland International Journal of Educational Development. 50: 108-124
Castaño-Muñoz J, Carnoy M, Duart JM. (2016) Estimating the economic payoff to virtual university education: a case study of the Open University of Catalonia Higher Education. 72
Costa LO, Carnoy M. (2015) The Effectiveness of an Early-Grade Literacy Intervention on the Cognitive Achievement of Brazilian Students Educational Evaluation and Policy Analysis. 37: 567-590
Carnoy M, Khavenson T, Fonseca I, et al. (2015) Is Brazilian education improving? Evidence from PISA and SAEB Cadernos De Pesquisa. 45: 450-485
Carnoy M, Ngware M, Oketch M. (2015) The role of classroom resources and national educational context in student learning gains: Comparing Botswana, Kenya, and South Africa Comparative Education Review. 59: 199-233
Carnoy M, Khavenson T, Ivanova A. (2015) Using TIMSS and PISA results to inform educational policy: a study of Russia and its neighbours Compare. 45: 248-271
Zakharov A, Carnoy M. (2015) Are teachers accurate in predicting their students' performance on high stakes' exams? The case of Russia International Journal of Educational Development. 43: 1-11
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