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Vinculamos más de un millón de evaluaciones de casi 200.000 profesores hechas por alumnos en el sitio web RateMyProfessors con información sobre la productividad de la investigación de casi 3.000 profesores en Google Académico (Google Scholar) a fin de ofrecer una caracterización sistemática de la relación entre las evaluaciones de los alumnos y las características de las clases, las universidades y los profesores, para comprobar si las evaluaciones de los alumnos tienen una relación condicionada con la productividad de la investigación. El estudio concluye que, si bien lo "fácil" e "interesante" que los alumnos consideran un curso son los factores más determinantes de sus evaluaciones, existe una prima de "apariencia" o "belleza", sin un componente sistemático de raza, edad o género. Sorprendentemente, se constata que la productividad de la investigación no es significativa o está negativamente relacionada con la evaluación de las capacidades docentes de un profesor. [ABSTRACT FROM AUTHOR]

Background: Voucher systems in education firmly rely on the parent's ability to choose their child's school at any time during their schooling years. This ability, however, is reduced by switching costs. Methods: Using an identification for each student from fourth grade in 2000 to eighth grade in 2004, so we were able to verify if they changed schools. Thus, we can compare the expected utility associated with the chosen school with a new school that was not available in 2000 and the estimation of switching costs. Results: We find that on average switching costs are statistically significant and economically relevant and that affect the decision to change the chosen school. Also, we show marginal changes in their levels of utility aren't sufficiently significant to make decision to change at chosen school identifying an eventual threshold. Conclusions: The natural concern regarding parents' capacity to react is given by the existence of switching costs. [ABSTRACT FROM AUTHOR]

This paper presents a robust finding for the relationship between money growth and inflation in Chile: inflation causes (precedes) money and not the other way around. This result holds irrespectively of the way in which monetary policy was conducted, the sample period, the choice of monetary aggregate, the consideration of conditional second moments, or the inclusion of inflation targets. A simple theoretical model is used to motivate why money and inflation are not necessarily correlated. [ABSTRACT FROM AUTHOR]