Podcasts about education review

On this week's Education Gadfly Show podcast, Jon Valant —director of the Brown Center on Education Policy and a senior fellow in Governance Studies at Brookings—joins Mike to discuss his recent analysis of the federal tax credit scholarship initiative included in the Republican budget bill and its potential to open the door to waste, fraud, and discriminatory practices. Then, on the Research Minute, Adam shares a Belgian study comparing the cognitive and non-cognitive effects of work-based learning within different vocational education arrangements.Recommended content: “The Educational Choice for Children Act opens the door to waste, fraud, and abuse” —Jon Valant, Brookings Institution“Federal school choice skeptics are tilting at windmills” —Shaka Mitchell, for Thomas B. Fordham Institute“The impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education” —Ilse Tobback, Dieter Verhaest, and Kristof De Witte, Economics of Education Review (2025) Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.  

Henry talks with Tom Mahoney, a VCE Mathematics and Psychology teacher, PhD candidate at Deakin University, writer for The Interruption and contributor on the Teachers' Education Review podcast.Audio production by Rob Kelly.

Uwielbiam, kiedy pojawia się śmiały klient, rzuca wyzwanie i… udaje się to połączyć z psychoedukacją! I tu, moim zupełnie nieskromnym zdaniem, połączenie interesujące.Otóż…Przygotowujecie się na czarną godzinę? Trzymacie oszczędności? Wierzycie, że lepiej przygotować się na najgorsze, żeby pozytywnie się zaskoczyć?A co gdyby odwrócić narrację i przygotować się do realizacji… BIAŁYCH GODZIN?W tym odcinku wraz z @ingpolska rozpracowujemy ciasne sidła zachowań zabezpieczających: co tracimy szykując się na najgorsze, czy naprawdę nas to zabezpiecza, ile napięcia i czasu przepalamy na budowanie katastroficznych scenariuszy w głowie i czy są one gwarantem bezpieczeństwa, a także jak budować i realizować cele, plany i marzenia solo, w grupie lub na rzecz innych. A temat bierze się z akcji organizowanej przez patrona, czyli ING. ING Bank Śląski zachęca do tworzenia pozytywnych postanowień, które chce się realizować i odkładania na tzw. białą godzinę. W ramach akcji ING  zachęcał Polaków do zgłaszania swoich postanowień związanych z białą godziną i ciekawym przeżyciem z bliską osobą, które później zostały wyświetlone na ekranach multimedialnych w największych miastach Polski. Postanowienia zostały już wysłane, kilku z nich tutaj się przyjrzymy, ale Wy możecie samodzielnie zastanowić się nad tym co i dlaczego powstrzymuje Was przed przekłuciem swoich białych godzin w czyn. GROMKIE brawa dla partnera, a Was zapraszam do wysłuchania odcinka.Montaż: Eugeniusz KarlovLiteratura:DeHart, W. B., Friedel, J. E., Lown, J. M., & Odum, A. L. (2016). The Effects of Financial Education on Impulsive Decision Making. PloS one, 11(7), e0159561. https://doi.org/10.1371/journal.pone.0159561Gut, A., Miciuk, Ł., Gorbaniuk, O., Gut, P., & Karczmarczyk, A. (2021). Cultural management of terror and worry during the COVID-19 pandemic: How religiosity and a dream of human solidarity help the Polish people cope. Frontiers in Psychology, 12, 790333. https://doi.org/10.3389/fpsyg.2021.790333Friedline, T., Elliott, W., & Chowa, G. A. N. (2013). Testing an asset-building approach for young people: Early access to savings predicts later savings. Economics of Education Review, 33, 31–51. https://doi.org/10.1016/j.econedurev.2012.10.004

Henry talks with Tom Mahoney, VCE Mathematics and Psychology teacher | PhD candidate at Deakin University | Writer for The Interruption | Contributor on the Teachers' Education Review podcast. Audio production by Rob Kelly.

More schools are dropping NCEA Level 1. An Education Review Office review has found it's not a fair or reliable measure of knowledge and skills, and needs substantial change. Less than three-quarters of schools plan to offer NCEA Level 1 next year. ERO's Ruth Shinoda told Mike Hosking that in more affluent communities, it's less than half. She says three quarters of school leaders say the credits students receive don't reflect an equal amount of work or degree of difficulty. LISTEN ABOVE See omnystudio.com/listener for privacy information.

The fact that students are earning higher grades than ever without any appreciable increase in other assessments of academic ability should be well-known by now. Less understood are the root causes of this increasing phenomenon. Amy and Mike invited researchers Maia Goodman Young and Dan Goldhaber to dig into the data on how grading policies influence grade inflation. What are five things you will learn in this episode? What is the purpose of grading? How did state policy around grading in Washington change during the pandemic? What does the research show about changes in grades throughout the pandemic? What is the current connection between grades and test scores? How does weaker rigor in grading influence student interest in academic support? Are there differences in grading in different subjects or socioeconomic status? What other grading policies might impact grade inflation? What can we make of the weaker connection between grades and test scores? Is it bad or good? MEET OUR GUESTS Dr. Maia Goodman Young is a researcher at the Center for Education Data and Research at the University of Washington and an instructor in the UW's secondary teacher education program where she teaches courses in English Language Arts methods and assessment. She is also a National Board Certified Teacher who taught for nine years in California and Washington. Maia's experience as a classroom teacher informs her research, as she worked to better understand questions of grading policies and practices, teacher preparation, and the teacher labor market. Maia can be reached at maiag@uw.edu. Dr. Dan Goldhaber is the Director of the Center for Analysis of Longitudinal Data in Education Research (CALDER, caldercenter.org) at the American Institutes for Research and the Director of the Center for Education Data & Research (CEDR, cedr.us(link is external)) at the University of Washington. Both CALDER and CEDR are focused on using state administrative data to do research that informs decisions about policy and practice. Dan's work focuses on issues of educational productivity and reform at the K-12 level, the broad array of human capital policies that influence the composition, distribution, and quality of teachers in the workforce, and connections between students' K-12 experiences and
postsecondary outcomes. Topics of published work in this area include studies of the stability of value-added measures of teachers, the effects of teacher qualifications and quality on student achievement, and the impact of teacher pay structure and licensure on the teacher labor market. Dan's research has been regularly published in leading peer-reviewed economic and education journals such as: American Economic Review, Journal of Human Resources, Journal of Policy and Management, Economics of Education Review, Education Finance and Policy, and Educational Evaluation and Policy Analysis. The findings from these articles have been covered in more widely accessible media outlets such as National Public Radio, the New York Times, the Washington Post, USA Today, and Education Week. Dan previously served as president of the Association for Education Finance and Policy (2006-2017), an elected member of the Alexandria City School Board from 1997-2002, and as co-editor of Education Finance and Policy. Dan can be reached at dgoldhab@uw.edu.  LINKS Every teacher grades differently, which isn't fair Are SAT & ACT Scores More Predictive Than GPA? Journal of Policy Analysis and Management: Vol 43, No 4 The Unintended Consequences of Academic Leniency Grade inflation: Why it matters and how to stop it Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms RELATED EPISODES THE REALITY OF GRADE INFLATION WHY GRADE INFLATION IS HARMFUL THE PROBLEM WITH GRADES ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our past episodes on the show page and keep up with our future ones by subscribing to our email newsletter. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros and LEAP. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.  

On this week's Education Gadfly Show podcast, Paul Bruno, an assistant professor of education at the University of Illinois Urbana-Champaign, joins Mike and David to discuss the pros and cons of universal free lunch. Then, on the Research Minute, Amber explores how mandating Advanced Placement course offerings and waiving AP exam fees impact student participation.Recommended content: “Should All School Meals Be Free?”—Tim Daly“Make School Lunches Great Again”—Max EdenIan Callen and Christiana Stoddard, “Putting the ‘A' in AP: The effect of advanced placement state policies on student participation and performance,” Economics of Education Review (2024)Feedback Welcome: This week, we're trying something new on the Education Gadfly Podcast! After nearly 20 years of keeping our episodes short and snappy, we're experimenting with a longer format to explore topics in greater depth. We'd love to hear your thoughts on this change—whether you love it or hate it. If you enjoy the podcast, please share it with your friends and colleagues; your support helps us reach more listeners! Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

They used to be called school inspectors, these days it's the Education Review Office and the Government is planning a shake-up, promising that we're going to know more about what schools are getting right and what they aren't.  And, when you listen to what the Prime Minister and Education Minister Erica Stanford have been saying, there's going to be a much bigger focus on results. Which I get. But which I also think is very risky.  I also think it's pandering to parents who turn everything into a competition, even with their own kids. Because what the Government is doing could take us back to the times when kids were labelled bright or thick from a very young age.   And I know the Government will say ‘oh no, no, no' we're going to look at the results these kids are getting and if they need extra help, we'll be sending extra resourcing in so they can get over any hurdles and catch up with everyone else.  Which is how a middle-aged politician thinks. Because middle-aged politicians are like me —and you, maybe— we've had life experience and we know that, just because you're not as good at maths as some of the other kids in your class at primary school, it doesn't mean you're stupid. It doesn't mean you're a no-hoper and that you should stop trying.  But tell that to an eight-year-old. Or a nine-year-old or a 10-year-old. And this is the stumbling block I have with all this extra testing of primary school kids that the Government plans to do.  Don't get me wrong, when our kids were going through school, of course I wanted to know if there were things they might have been struggling with. And, if you're a parent, you'll know that sometimes it can be very easy to get sucked into obsessing over every little thing.  I'll be honest with you. When I think back to some of the things I got fixated on when it came to our kids going through school - in hindsight, it was ridiculous.  Which is why I would tell parents with young kids now to take a bit of a chill pill and not agonise over everything. Because, what I've come to realise over the years and through personal experience —both as someone who went to school and as a parent who's had three kids go through school— is that school is just a stepping stone.  And marks, when it comes down to it, don't mean much in the bigger scheme of things, especially, when a kid's at primary school.  I've come to the realisation that school doesn't define a person. It doesn't decide whether they're going to make a go of life or not.  But the Government feels a little bit differently about it than I do. Which is why it's doing the changes with the curriculum but also making these major changes at the Education Review Office.  It wants the review office to focus more on the basics.   I was on a school board in Christchurch for six years and, during that time, we had a visit from the school inspectors. They're done every few years.  And it was almost like it was back when I was a kid - when I remember the old school inspectors turning up and the teachers suddenly being very friendly and putting on a real show.  These days, though, they look at more than just what's going on in the classroom and in the playground - there's a whole lot of data for them to trawl through. And it's this data that the Government wants the Education Review Office —or the school inspectors— to pay more attention to.  But I don't judge a school just on the basics. Reading, writing, maths. Those things.   I judge a school on the type of people it turns out. I judge a school on the citizens that walk out the gate each day. I judge a school on the way you feel when you go there for an event. I judge a school on whether you get the sense it's just going through the motions or actually walks all the talk in the brochures and on the website.  That's what I judge a school on.  And, maybe, one day, the Government will be able to point to better marks in this and better marks in that. But that won't tell me a thing about how well-prepared these kids are for life, and all the things that life throws at us. See omnystudio.com/listener for privacy information.

In this episode, Susan Pendergrass speaks with Stephane Lavertu, Professor at the John Glenn College of Public Affairs at Ohio State University and a Senior Research Fellow at the Thomas B. Fordham Institute, about the so-called "fiscal cliff" in public education funding. They discuss the idea that returning to pre-pandemic funding levels constitutes a crisis, the implications of declining student enrollment, whether maintaining or increasing current funding levels is truly necessary, and more. Stéphane Lavertu's teaching and research focus on public administration, political economy, public policy analysis and evaluation, and education policy and governance. He has a doctorate in political science from the University of Wisconsin, a master's degree in education from Stanford University, and a bachelor's degree in political science from The Ohio State University. His interdisciplinary research examines the politics of public administration and the performance of public organizations, particularly in the context of K-12 education. He publishes in public administration journals such as Journal of Public Administration Research & Theory, Journal of Policy Analysis & Management and Public Administration Review; political science journals such as American Political Science Review, American Journal of Political Science, and Journal of Politics; education journals such as Educational Evaluation & Policy Analysis and AERA Open; and economics journals such as Economics of Education Review, Journal of Public Economics, and Journal of Urban Economics. Produced by Show-Me Opportunity

Pagamos? Não pagamos?Recebemos de volta?Deveríamos pagar de outra forma?É caso para se dizer que, no que toca ao tema das propinas (que tem estado bastante ‘quente'), nem sim, nem não; e que também não se vai aqui recomendar o tão famoso ‘nim'. Provocado por Hugo van der Ding, o economista Hugo Figueiredo vai debruçar-se sobre o custo-benefício das políticas públicas. Vai olhar para a realidade do Ensino Superior português, explicar as implicações das diferentes políticas de propinas e dar exemplos mais ou menos bem-sucedidos de países como os Estados Unidos ou o Reino Unido. Pelo caminho, ficará a conhecer outros casos em que as políticas públicas se revelaram um sucesso, e compreenderá que, tal como em tudo na vida, também aqui, simplificar é uma das palavras de ordem. REFERÊNCIAS E LINKS ÚTEIS Vale a pena investir recursos públicos no ensino superior?:Deming, D. J. (2019). The economics of free college. Economics for Inclusive Prosperity Policy, Brief, 14.Nathaniel Hendren, Ben Sprung-Keyser, A Unified Welfare Analysis of Government Policies, The Quarterly Journal of Economics, Volume 135, Issue 3, August 2020, Pages 1209–1318,Os efeitos de eliminar propinas:Denny, K. (2014). The effect of abolishing university tuition costs: Evidence from Ireland. Labour Economics, 26, 26-33.Nguyen, H. (2019). Free tuition and college enrollment: Evidence from New York's Excelsior program. Education Economics, 27(6), 573-587. Nguyen, H. (2020). Free college? Assessing enrollment responses to the Tennessee Promise program. Labour Economics, 66, 101882.Uma alternativa melhor?:Sarrico, C. (2023). Propinas no Ensino Superior: estude agora, pague depois. Observador.Peralta, S. (2020). Menos 200 euros de propina não ajuda os pobres. Público. Peralta, S. (2019). Empréstimos para estudantes: Help me, Obi-Wan Kenobi. És a minha única esperança! Público.  A experiência de outros países:Murphy, R., Scott-Clayton, J., & Wyness, G. (2019). The end of free college in England:Implications for enrolments, equity, and quality. Economics of Education  Review, 71, 7-22.Solis, A. (2017). Credit access and college enrollment. Journal of Political Economy, 125(2), 562-622. Barreiras de Acesso ao Ensino Superior e Desenho de PolíticasBurland, E., Dynarski, S., Michelmore, K., Owen, S., & Raghuraman, S. (2023). The power of certainty: Experimental evidence on the effective design of free tuition programs. American Economic Review: Insights, 5(3), 293-310. Dynarski, S., Libassi, C. J., Michelmore, K., & Owen, S. (2018). Closing the gap: The effect of a targeted, tuition-free promise on college choices of high-achieving, low-income students (No. w25349). National Bureau of Economic Research.

This week's interview is with a professor at Brigham Young University named Joseph Price, or Joe. Joe is a professor who graduated from Cornell around the same time that I graduated from the University of Georgia (i.e., 2007 cohort). He's a labor economist, Fellow at the Wheatley Institution, NBER research associate, Director of BYU's Linking Lab, co-editor at Economics of Education Review and the author of something like 45 peer reviewed articles in top economics journals like the Quarterly Journal of Economics, Journal of Labor Economics, Journal of Human Resources, Management Science, as well as countless interdisciplinary journals on numerous topics in sports, the family and more. I will just list two studies that I have for many years found very interesting. One of them with Justin Wolfers made a major splash both in economics on the topic of discrimination as well as the broader public, including the National Basketball Association (NYT link here). who has written on a variety of topics like discrimination in the NBA. “Racial Discrimination Among NBA Referees” with Justin Wolfers appeared in one of the 2010 issues of the Quarterly Journal of Economics and claimed to find evidence of racial discrimination, mostly likely caused by unconscious bias than animus, among NBA referees in calling fouls against players. What impressed me at the time is the same thing that always impresses me: an interesting question, the discovery of some randomness that allows one to plausibly provide some evidence relevant to that question, and the collection of interesting data. Joe and Justin hand collected box scores of every NBA game with specific fouls among other statistics of the players combined with the names (and races) of the officiating referees at each game. While they could not link a referee to a foul called, they used a measure of the percentage of the officiating staff that was White and non-White as a proxy. With random variation in the racial composition, supported by both institutional details and a series of regression analyses, they looked at whether a higher share of White referees “caused” a Black or White player to have a foul called against them more or less often conditional on player fixed effects. You can read the abstract to learn what they find, but given the controversy and antagonism it generated within the NBA, I suppose you can also guess. But it is another paper of his, a solo authored one, at the Journal of Human Resources, that I have always found to be a truly beautiful piece of economics. “Parent-Child Quality Time: Does Birth Order Matter?” was for a long time my favorite empirical paper I'd ever read. It was a simple idea really. Lower birth order, particularly the first born, typically had better academic and labor market outcomes, despite coming from the same family. Sandy Black and coauthors had written about this in a 2005 QJE using Scandinavian registry data, but the mechanisms were largely speculative. Joe's paper was not so much conclusive as it was a clever descriptive paper showing that lower birth order children received more high quality time from their parents using the American Time Use Survey, which is a time diary and in my opinion one of America's more interesting repeated cross sections. The patterns he found fit a rule that was well intentioned but likely led to inequities within the family — first borns received all their parents' time; second borns received half their parents' time, third borns received a third of their parents time, and on and on. In other words, equity rules with each stage over quality time, or simply budget constraints themselves, leads to American families to spend less time overall in early years with each new child simply because quality time is a scarce resource. Becker might say that instead of equity, we should aim for optimized time spent with children — spent quality time up to the point where marginal benefit equals marginal cost across all children. But such rules, while sensible economists, are likely unethical because of ironically strong bonds of kinship where parents love their children the same. These kinds of questions over deviations from optimizing behavior where emotion and quick thinking drives decision making, as opposed to pure economic calculation, was a hallmark of Joe's work, but more recently he transitioned into a very ambitious project of using Machine Learning and large genealogical databases to link people with other large datasets like the Census, to track them over time and create a large family tree of what he calls the Human Family. This is the Joe Price I have come to know — a deeply curious man, a man with deep endowments in the skills of our professions, a hard worker (you will not find him on social media), a mentor and a man of vision. To say that I hold him in the highest esteem is an understatement. And because of his character, the lack of guile and a positive and egalitarian spirit, he was for a long time an economist my age whose productivity did not cause me insecurity. I was simply honored and amazed by what a good economist he was and tried, as I often have, to see if I could crack the algorithm that made him so successful. So, it is my pleasure to introduce you to one of my friends who I consider to be a special member of economics of larger story. Special in many ways, but one way being he would likely tell me that we are all special. Thank you again for supporting the podcast. If you like it, consider supporting it by subscribing below. I am Scott Cunningham the host of the Mixtape with Scott!Scott's Substack is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. Get full access to Scott's Substack at causalinf.substack.com/subscribe

TER #216 - Student Motivation for Learning Languages with Olivier Elzingre - 15 March 2023 by Teachers' Education ReviewSupport TER Podcast at Patreon.com/TERPodcastTER Podcast on TwitterFollow TER Podcast on Facebook

Higher Ed Now welcomes Matthew Hendricks, the founder of Perspective Data Science, a small data consulting firm that specializes in education finance and policy analytics. Professor Hendricks previously served as the Chair of the Department of Economics at The University of Tulsa. For over 12 years, he has been engaged in education policy research at all levels of education, including Head Start programming, pre-K-12 grade policies, and higher education finance policy. His research on the impacts of changes in base salaries on teacher productivity has been published in the Journal of Public Economics and Economics of Education Review. Professor Hendricks's latest work intends to promote financial stability and improve student outcomes in higher education. To do so, he is working with struggling institutions to promote transparency among stakeholders and help school administrators and board members make better policy decisions. Part of that work includes creating college benchmarking dashboards, interpreting the data, and disseminating key findings.  Anna Sillers, ACTA's Data Analyst Fellow for Trustee & Government Affairs, met with Professor Hendricks to explore how his innovative dashboards can help faculty, administrators, alumni, and trustees better understand an institution's finances – ensuring that when educational dollars are spent, they can provide the best outcomes for students.

TER #213 - Student Digital Leaders with Nick Jackson - 18 Jan 2023 by Teachers' Education ReviewSupport TER Podcast at Patreon.com/TERPodcastTER Podcast on TwitterFollow TER Podcast on Facebook

TER #211 - 2022 Year in Review - 22 Dec 22 by Teachers' Education Review

TER #211 - 2022 Year in Review - 22 Dec 22 by Teachers' Education ReviewSupport TER Podcast at Patreon.com/TERPodcastTER Podcast on TwitterFollow TER Podcast on Facebook

TER #211 - 2022 Year in Review - 22 Dec 22 by Teachers' Education Review

The Effect: An Introduction to Research Design and Causality (Routledge, 2021) is about methods for using observational data to make causal inferences. It provides an extensive discussion of causality and the variety of both obvious and subtle challenges to inferring a causal relationship between the variables, using causal diagrams. It then goes through the major techniques that economists use to address these challenges, including regression, matching, simulation, fixed effects, event studies, differences-in-differences, instrumental variables, and regression discontinuity. The book is designed to be accessible to students or practitioners without the extensive math background that is taken for granted in typical econometrics textbooks. Instead, the emphasis is on the intuition behind the techniques and how to implement them with the widely-used programming languages R, Stata, and Python. Nick C. Huntington-Klein is an Assistant Professor at Seattle University. His research focuses on econometrics and higher education. His work has been published in the Economics of Education Review, AEA Papers and Proceedings, Economic Inquiry, Empirical Economics, and the Journal of Economic Behavior & Organization. His book can be read online for free or purchased in print, and is accompanied by a wealth of teaching materials on the same website. Nick can also be found on Youtube and on Twitter. Host Peter Lorentzen is an Associate Professor in the Department of Economics at the University of San Francisco, where he leads a new Master's program in Applied Economics focused on the digital economy. His own research focus is the political economy of governance in China. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

The Effect: An Introduction to Research Design and Causality (Routledge, 2021) is about methods for using observational data to make causal inferences. It provides an extensive discussion of causality and the variety of both obvious and subtle challenges to inferring a causal relationship between the variables, using causal diagrams. It then goes through the major techniques that economists use to address these challenges, including regression, matching, simulation, fixed effects, event studies, differences-in-differences, instrumental variables, and regression discontinuity. The book is designed to be accessible to students or practitioners without the extensive math background that is taken for granted in typical econometrics textbooks. Instead, the emphasis is on the intuition behind the techniques and how to implement them with the widely-used programming languages R, Stata, and Python. Nick C. Huntington-Klein is an Assistant Professor at Seattle University. His research focuses on econometrics and higher education. His work has been published in the Economics of Education Review, AEA Papers and Proceedings, Economic Inquiry, Empirical Economics, and the Journal of Economic Behavior & Organization. His book can be read online for free or purchased in print, and is accompanied by a wealth of teaching materials on the same website. Nick can also be found on Youtube and on Twitter. Host Peter Lorentzen is an Associate Professor in the Department of Economics at the University of San Francisco, where he leads a new Master's program in Applied Economics focused on the digital economy. His own research focus is the political economy of governance in China. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

The Effect: An Introduction to Research Design and Causality (Routledge, 2021) is about methods for using observational data to make causal inferences. It provides an extensive discussion of causality and the variety of both obvious and subtle challenges to inferring a causal relationship between the variables, using causal diagrams. It then goes through the major techniques that economists use to address these challenges, including regression, matching, simulation, fixed effects, event studies, differences-in-differences, instrumental variables, and regression discontinuity. The book is designed to be accessible to students or practitioners without the extensive math background that is taken for granted in typical econometrics textbooks. Instead, the emphasis is on the intuition behind the techniques and how to implement them with the widely-used programming languages R, Stata, and Python. Nick C. Huntington-Klein is an Assistant Professor at Seattle University. His research focuses on econometrics and higher education. His work has been published in the Economics of Education Review, AEA Papers and Proceedings, Economic Inquiry, Empirical Economics, and the Journal of Economic Behavior & Organization. His book can be read online for free or purchased in print, and is accompanied by a wealth of teaching materials on the same website. Nick can also be found on Youtube and on Twitter. Host Peter Lorentzen is an Associate Professor in the Department of Economics at the University of San Francisco, where he leads a new Master's program in Applied Economics focused on the digital economy. His own research focus is the political economy of governance in China. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

The Effect: An Introduction to Research Design and Causality (Routledge, 2021) is about methods for using observational data to make causal inferences. It provides an extensive discussion of causality and the variety of both obvious and subtle challenges to inferring a causal relationship between the variables, using causal diagrams. It then goes through the major techniques that economists use to address these challenges, including regression, matching, simulation, fixed effects, event studies, differences-in-differences, instrumental variables, and regression discontinuity. The book is designed to be accessible to students or practitioners without the extensive math background that is taken for granted in typical econometrics textbooks. Instead, the emphasis is on the intuition behind the techniques and how to implement them with the widely-used programming languages R, Stata, and Python. Nick C. Huntington-Klein is an Assistant Professor at Seattle University. His research focuses on econometrics and higher education. His work has been published in the Economics of Education Review, AEA Papers and Proceedings, Economic Inquiry, Empirical Economics, and the Journal of Economic Behavior & Organization. His book can be read online for free or purchased in print, and is accompanied by a wealth of teaching materials on the same website. Nick can also be found on Youtube and on Twitter. Host Peter Lorentzen is an Associate Professor in the Department of Economics at the University of San Francisco, where he leads a new Master's program in Applied Economics focused on the digital economy. His own research focus is the political economy of governance in China. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The Effect: An Introduction to Research Design and Causality (Routledge, 2021) is about methods for using observational data to make causal inferences. It provides an extensive discussion of causality and the variety of both obvious and subtle challenges to inferring a causal relationship between the variables, using causal diagrams. It then goes through the major techniques that economists use to address these challenges, including regression, matching, simulation, fixed effects, event studies, differences-in-differences, instrumental variables, and regression discontinuity. The book is designed to be accessible to students or practitioners without the extensive math background that is taken for granted in typical econometrics textbooks. Instead, the emphasis is on the intuition behind the techniques and how to implement them with the widely-used programming languages R, Stata, and Python. Nick C. Huntington-Klein is an Assistant Professor at Seattle University. His research focuses on econometrics and higher education. His work has been published in the Economics of Education Review, AEA Papers and Proceedings, Economic Inquiry, Empirical Economics, and the Journal of Economic Behavior & Organization. His book can be read online for free or purchased in print, and is accompanied by a wealth of teaching materials on the same website. Nick can also be found on Youtube and on Twitter. Host Peter Lorentzen is an Associate Professor in the Department of Economics at the University of San Francisco, where he leads a new Master's program in Applied Economics focused on the digital economy. His own research focus is the political economy of governance in China. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/economics

The Effect: An Introduction to Research Design and Causality (Routledge, 2021) is about methods for using observational data to make causal inferences. It provides an extensive discussion of causality and the variety of both obvious and subtle challenges to inferring a causal relationship between the variables, using causal diagrams. It then goes through the major techniques that economists use to address these challenges, including regression, matching, simulation, fixed effects, event studies, differences-in-differences, instrumental variables, and regression discontinuity. The book is designed to be accessible to students or practitioners without the extensive math background that is taken for granted in typical econometrics textbooks. Instead, the emphasis is on the intuition behind the techniques and how to implement them with the widely-used programming languages R, Stata, and Python. Nick C. Huntington-Klein is an Assistant Professor at Seattle University. His research focuses on econometrics and higher education. His work has been published in the Economics of Education Review, AEA Papers and Proceedings, Economic Inquiry, Empirical Economics, and the Journal of Economic Behavior & Organization. His book can be read online for free or purchased in print, and is accompanied by a wealth of teaching materials on the same website. Nick can also be found on Youtube and on Twitter. Host Peter Lorentzen is an Associate Professor in the Department of Economics at the University of San Francisco, where he leads a new Master's program in Applied Economics focused on the digital economy. His own research focus is the political economy of governance in China. Learn more about your ad choices. Visit megaphone.fm/adchoices

The Effect: An Introduction to Research Design and Causality (Routledge, 2021) is about methods for using observational data to make causal inferences. It provides an extensive discussion of causality and the variety of both obvious and subtle challenges to inferring a causal relationship between the variables, using causal diagrams. It then goes through the major techniques that economists use to address these challenges, including regression, matching, simulation, fixed effects, event studies, differences-in-differences, instrumental variables, and regression discontinuity. The book is designed to be accessible to students or practitioners without the extensive math background that is taken for granted in typical econometrics textbooks. Instead, the emphasis is on the intuition behind the techniques and how to implement them with the widely-used programming languages R, Stata, and Python. Nick C. Huntington-Klein is an Assistant Professor at Seattle University. His research focuses on econometrics and higher education. His work has been published in the Economics of Education Review, AEA Papers and Proceedings, Economic Inquiry, Empirical Economics, and the Journal of Economic Behavior & Organization. His book can be read online for free or purchased in print, and is accompanied by a wealth of teaching materials on the same website. Nick can also be found on Youtube and on Twitter. Host Peter Lorentzen is an Associate Professor in the Department of Economics at the University of San Francisco, where he leads a new Master's program in Applied Economics focused on the digital economy. His own research focus is the political economy of governance in China. Learn more about your ad choices. Visit megaphone.fm/adchoices

The Effect: An Introduction to Research Design and Causality (Routledge, 2021) is about methods for using observational data to make causal inferences. It provides an extensive discussion of causality and the variety of both obvious and subtle challenges to inferring a causal relationship between the variables, using causal diagrams. It then goes through the major techniques that economists use to address these challenges, including regression, matching, simulation, fixed effects, event studies, differences-in-differences, instrumental variables, and regression discontinuity. The book is designed to be accessible to students or practitioners without the extensive math background that is taken for granted in typical econometrics textbooks. Instead, the emphasis is on the intuition behind the techniques and how to implement them with the widely-used programming languages R, Stata, and Python. Nick C. Huntington-Klein is an Assistant Professor at Seattle University. His research focuses on econometrics and higher education. His work has been published in the Economics of Education Review, AEA Papers and Proceedings, Economic Inquiry, Empirical Economics, and the Journal of Economic Behavior & Organization. His book can be read online for free or purchased in print, and is accompanied by a wealth of teaching materials on the same website. Nick can also be found on Youtube and on Twitter. Host Peter Lorentzen is an Associate Professor in the Department of Economics at the University of San Francisco, where he leads a new Master's program in Applied Economics focused on the digital economy. His own research focus is the political economy of governance in China. Learn more about your ad choices. Visit megaphone.fm/adchoices

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