The IZA Discussion Paper Series (ISSN: 2365-9793) disseminates high-quality research by IZA network members to the scientific community and the interested public worldwide before they are later published in academic journals. Comprising over 14,000 papers, IZA's publication flagship is the most influential working paper series in labor economics. 

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9 IZA Discussion Papers
IZA Discussion Paper No. 15240
What the Students for Fair Admissions Cases Reveal about Racial Preferences
Peter Arcidiacono, Josh Kinsler, Tyler Ransom
IZA Discussion Paper No. 14122
Understanding the Mechanisms of Parental Divorce Effects on Child's Higher Education
Yen-Chien Chen, Elliott Fan, Jin-Tan Liu
IZA Discussion Paper No. 13988
Uniform Admissions, Unequal Access: Did the Top 10% Plan Increase Access to Selective Flagship Institutions?
Kalena E. Cortes, Daniel Klasik
published in: Economics of Education Review, 2022, 87, 102199
IZA Discussion Paper No. 13172
Asian American Discrimination in Harvard Admissions
Peter Arcidiacono, Josh Kinsler, Tyler Ransom
forthcoming in: European Economic Review, 2022
IZA Discussion Paper No. 12634
Divergent: The Time Path of Legacy and Athlete Admissions at Harvard
Peter Arcidiacono, Josh Kinsler, Tyler Ransom
forthcoming in: Journal of Human Resources, 2024
IZA Discussion Paper No. 12633
Legacy and Athlete Preferences at Harvard
Peter Arcidiacono, Josh Kinsler, Tyler Ransom
published in: Journal of Labor Economics, 2022, 40 (1), 133-156
IZA Discussion Paper No. 10251
Centralized Admission and the Student-College Match
Cecilia Machado, Christiane Szerman
IZA Discussion Paper No. 8733
Efficacy vs. Equity: What Happens When States Tinker with College Admissions in a Race-Blind Era?
Sandra E. Black, Kalena E. Cortes, Jane Arnold Lincove
published in: Educational Evaluation and Policy Analysis, June 2016, 38(2): 336-363
IZA Discussion Paper No. 8733
Efficacy vs. Equity: What Happens When States Tinker with College Admissions in a Race-Blind Era?
Sandra E. Black, Kalena E. Cortes, Jane Arnold Lincove
published in: Educational Evaluation and Policy Analysis, June 2016, 38(2): 336-363
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