Work in progress

Haelermans, C., & B. van Geffen (2022). Residential mobility and educational outcomes. (accepted as book chapter)

Haelermans, C. J. Ghysels, & F. Prince (2018). The Role of Information in Learning. Information as a Learning Incentive in Secondary School – Evidence from a Randomized Experiment (submitted). (submitted)

Monfrance, M., C. Haelermans & T. Schils (2020). Effects of Summer schools: who benefits the most? (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).

Haelermans, C., L. Ippel, M. Monfrance & A. Zaveri (2020). A cross-country comparison of the digital divide: on how socio-economic status influences the relation between ICT and student performance. (submitted)

De Leeuw, S., Haelermans, C., M. Jacobs. L. van Vugt, R. van der Velden, & S. van Wetten (2021). The effect of family composition on students’ learning growth during the COVID-19 pandemic. (revise & resubmit)

Haelermans, C., M. Jacobs, L. van Vugt, B. Aarts, H. Abbink, C. Smeets, R. van der Velden, & S. van Wetten (2021). A full year COVID-19-crisis with interrupted learning and two school closures: The effects on learning growth and inequality in primary education. (submitted)

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. (submitted)

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). (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).

Haelermans, C., T. Schils and C. Wehner (2022). Unraveling gender differences in objective and subjective school performance outcomes: the role of personality characteristics (working paper).

Wouters, T., Z, Hermann & C. Haelermans (2018). Demand for secondary school characteristics - Evidence from school choice data in Hungary (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).

Haelermans, C. & E. Dirks (2020). Use your hands! Effects of using Gestures in an Interactive Tutoring System on Vocabulary Learning in Kindergarten (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).

Aarts, B., C. Haelermans, M. Jacobs, R. van der Velden, L. van Vugt, S. van Wetten & T. Wijsman (2021). Does school quality matter? School differences during the pandemic. (working paper)

Jacobs, M., C. Haelermans & M. Meeter (2022). The effects of remediation programs during the COVID-19 pandemic on the achievements of vulnerable students. (working paper)

Haelermans, C., De Leeuw, S. & A.M.J. Sandsør (2022). How gender differences among siblings affecgt learning in primary education during the Covid-19 pandemic. (working paper)