37. Haelermans, C., Jacobs, M., van der Velden, R., van Vugt L., & van Wetten, S. (2022). Inequality in Individual and School Level Effects of Primary School Closures Due to COVID-19--Evidence from the Netherlands. (Accepted for publication in AEA Papers and Proceedings).

36. Haelermans, C. The Effects of Group Differentiation by Students’ Learning Strategies (2022). Instructional Science, 50(2), 223-250. Doi 10.1007/s11251-021-09575-0

35. Haelermans, C., Korthals, R., Jacobs, M., de Leeuw, S., Vermeulen, S., van Vugt, L., Aarts, B., Prokic-Breuer, T., van der Velden, R., van Wetten, S., & Inge de Wolf (2022). Sharp increase in inequality in education in times of COVID-19 pandemic. PLOS ONE, 17(2):e0261114. DOI:10.1371/journal.pone.0261114

34. Vooren, M., Haelermans, C., Groot, W., Maassen van den Brink, H. (2022) Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data. International Journal of STEM education, 9 (1) .

33. Hellings, J., Haelermans, C. The effect of providing learning analytics on student behaviour and performance in programming: a randomised controlled experiment. High Educ 83, 1–18 (2022).

32. Molin, F., Haelermans, C., Cabus, S., & Groot, W. (2021). Do feedback strategies improve students' learning gain? Results of a randomized experiment using polling technology in physics classrooms. Computers & Education, 175, [104339].

30. Haelermans, C., T. Huijgen, M. Jacobs, M. Levels, R. van der Velden, L. van Vugt and S. van Wetten (2020). Using Data to Advance Educational Research, Policy and Practice: Design, Content and Research Potential of the Netherlands Cohort Study on Education. European Sociological Review, 36(4), 643-662.

29. Molin, F., C. Haelermans, S. Cabus & W. Groot (2020). The effect of Feedback on Metacognition - A Randomized Experiment using Polling Technology. Computers & Education, 152(2020), 103885.

28. Van Rens, M., C. Haelermans & W. Groot (2020). ‘(How) does information provided by children affect the transition from primary to secondary school? Child Indicators Research, 13(1), 105-130.

27. Vooren, M., C. Haelermans, W. Groot & H. Maassen van den Brink (2019). 'Employers’ Preferences for IT-retrainees: Evidence from a Discrete Choice Experiment. International Journal of Manpower, 40(7), 1273-1287.

26. Leenders, H., J. H. De Jong, M. Monfrance & C. Haelermans (2019). Building strong parent teacher relationships in primary education. The challenge of two-way communication. Cambridge Journal of Education, 49(4), 519-533.

25. Van Rens, M., C. Haelermans, W. Groot & H. Maassen van den Brink (2019). Girls’ and boys’ perceptions on the transition from primary to secondary school. Child Indicators Research, 12(4), 1481-1506.

24. Vooren, M., C. Haelermans, W. Groot & H. Maassen van den Brink (2019). The effectiveness of active labour market policies: A Meta-analysis. The Journal of Economic Surveys, 33(1), 125-149.

23. Haelermans, C & Van der Eem, M. (2018). Increased Student Involvement to Decrease Underachievement – Experimental evidence on gender differences in performance. Journal of Human Capital, 12(4), 669-700.

22. Leenders, H., C. Haelermans, J. de Jong & M. Monfrance (2018). Social environment matters for parent teacher relationships! A Study on Parents’ Perceptions of Parent Teacher Relationship Practices in Dutch Primary Schools. Teachers and Teaching: Theory and Practice, 24(6), 719-743.

21. Ghysels, J. & C. Haelermans (2018). New evidence on the effect of computerized individualized practice and instruction in language skills. Journal of Computer Assisted Learning, 34(1), 440-449.

20. Van Rens, M., C. Haelermans, W. Groot & H. Maassen van den Brink (2017). Facilitating a Successful Transition to Secondary School: (How) Does it Work? A Systematic Literature Review. Adolescent Research Review, 3(1), 43-56.

19. Haelermans, C. & J. Ghysels (2017). The Effect of Individualized Digital Practice at Home on Math Skills- Evidence from a Two-Stage Randomized Experiment on Whether and Why it Works. Computers & Education, 113(1), 119-134.

18. Haelermans, C. & Ghysels, J. (2017). Evaluating didactical interventions In Johnes et al. (Eds.). Handbook of Contemporary Education Economics. G. Johnes, J. Johnes, T. Agasisti and L. López-Torres, Edward Elgar Publishing, pp. 141-161.

17. Haelermans, C. & J. Ruggiero (2017). Nonparametric Estimation of the Cost of Adequacy in Education: The Case of Dutch Schools. Journal of the Operational Research Society, 68(4), 390-398.

16. Cabus, S.J. & C. Haelermans (2017). The Return on gaining in-School Practical Experiences. British Journal of Industrial Relations, 55(1), 34-57.

15. Cabus, S.J., C. Haelermans & S. Franken (2017). SMART in Mathematics? – Exploring the effects of in-class-level differentiation using SMARTboard on math proficiency. British Journal of Educational Technology, 48(1), 145-161.

14. Belfi, B., C. Haelermans and B. De Fraine (2016). The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach. British Journal of Educational Psychology, 86(4), 501-525.

13. Bartelet, D., J. Ghysels, W. Groot, C. Haelermans & H. Maassen van den Brink (2016). The Differential Effect of Basic Mathematics Skills Homework via a Web-Based Intelligent Tutoring System across Achievement Subgroups and Mathematics Domains - A Randomized Field Experiment. Journal of Educational Psychology, 108(1), 1-20.

12. Agasisti, T. & C. Haelermans (2016). Comparing efficiency of public universities among European countries: Different incentives lead to different performances. Higher Education Quarterly, 70(1), 81-104.

11. Haelermans, C. & K. De Witte (2015). Does social mobility improve educational outcomes? Evidence from the Netherlands. Social Science Research, 52(1), 351-369.

10. Haelermans, C., J. Ghysels & F. Prince (2015). Increasing performance by differentiated teaching? - Experimental evidence of the student benefits of digital differentiation. British Journal of Educational Technology, 46(6), 1161-1174.

9. De Witte, K., C. Haelermans & N. Rogge (2015). The effectiveness of a computer-assisted math learning program. Journal of Computer Assisted Learning, 31(4), 314-329.

8. Haelermans, C., J. Ghysels & F. Prince (2015). A Dataset of Three Educational Technology Experiments on Differentiation, Formative Testing and Feedback. British Journal of Educational Technology, 46(5), 1102-1108.

7. Brennan, S., C. Haelermans & J. Ruggiero (2014). Nonparametric Estimation of Education Productivity with an Application to Dutch Schools. European Journal of Operational Research, 234(1), 809-818.

6. Haelermans, C., & J. Ruggiero (2013). Estimating Technical and Allocative Efficiency in the Public Sector: A Nonparametric Analysis of Dutch Schools. European Journal of Operational Research, 227(1), 174- 181.

5. Haelermans, C. & K. De Witte (2012). The role of innovations in secondary school efficiency - Evidence from a conditional efficiency model. European Journal of Operational Research, 223(1), 541-549.

4. Haelermans, C., & J. L. T. Blank (2012). Is a schools’ performance related to educational change? – A study on the relation between innovations and secondary school productivity. Computers and Education, 59(3), 884-892.

3. Haelermans, C., K. De Witte, & J.L.T. Blank, (2012). On the allocation of resources for secondary schools. Economics of Education Review, 31(5), 575-586.

2. Haelermans, C., & L. Borghans (2012). Wage effects of on-the-job training: A meta-analysis. British Journal of Industrial Relations, 50(3), 502-528.

1. Haelermans, C.M.G. (2010). Innovative power of Dutch secondary education. Innovation: Management, Policy and Practice, 12(2), 154–165.

B2. Haelermans, C. (2017). Digital tools in education – On Usage, Effects and the Role of the Teacher. SNS Research Report. ISBN 978-918694993-8.

B1. Haelermans, C. (2012). On the productivity and efficiency of education – The role of innovations in Dutch secondary education. PhD-thesis, defended July 4, 2012.

(B Book)