Quasi-Experimental Shift-Share Designs
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811D Ecollomic Statistics Adrllillistra!Tioll
811d Ecollomic Statistics Adrllillistra!tioll BUREAU THE CENSUS • I n i • I Charles G. Langham Issued 1973 U.S. D OF COM ERCE Frederick B. Dent. Secretary Social Economic Statistics Edward D. Administrator BU OF THE CENSUS Vincent P. Barabba, Acting Director Vincent Director Associate Director for Economic Associate Director for Statistical Standards and 11/1",1"\"/1,, DATA USER SERVICES OFFICE Robert B. Chief ACKNOWLEDGMENTS This report was in the Data User Services Office Charles G. direction of Chief, Review and many persons the Bureau. Library of Congress Card No.: 13-600143 SUGGESTED CiTATION U.S. Bureau of the Census. The Economic Censuses of the United by Charles G. longham. Working Paper D.C., U.S. Government Printing Office, 1B13 For sale by Publication Oistribution Section. Social and Economic Statistics Administration, Washington, D.C. 20233. Price 50 cents. N Page Economic Censuses in the 19th Century . 1 The First "Economic Censuses" . 1 Economic Censuses Discontinued, Resumed, and Augmented . 1 Improvements in the 1850 Census . 2 The "Kennedy Report" and the Civil War . • . 3 Economic Censuses and the Industrial Revolution. 4 Economic Censuses Adjust to the Times: The Censuses of 1880, 1890, and 1900 .........................•.. , . 4 Economic Censuses in the 20th Century . 8 Enumerations on Specialized Economic Topics, 1902 to 1937 . 8 Censuses of Manufacturing and Mineral Industries, 1905 to 1920. 8 Wartime Data Needs and Biennial Censuses of Manufactures. 9 Economic Censuses and the Great Depression. 10 The War and Postwar Developments: Economic Censuses Discontinued, Resumed, and Rescheduled. 13 The 1954 Budget Crisis. 15 Postwar Developments in Economic Census Taking: The Computer, and" Administrative Records" . -
2019 TIGER/Line Shapefiles Technical Documentation
TIGER/Line® Shapefiles 2019 Technical Documentation ™ Issued September 2019220192018 SUGGESTED CITATION FILES: 2019 TIGER/Line Shapefiles (machine- readable data files) / prepared by the U.S. Census Bureau, 2019 U.S. Department of Commerce Economic and Statistics Administration Wilbur Ross, Secretary TECHNICAL DOCUMENTATION: Karen Dunn Kelley, 2019 TIGER/Line Shapefiles Technical Under Secretary for Economic Affairs Documentation / prepared by the U.S. Census Bureau, 2019 U.S. Census Bureau Dr. Steven Dillingham, Albert Fontenot, Director Associate Director for Decennial Census Programs Dr. Ron Jarmin, Deputy Director and Chief Operating Officer GEOGRAPHY DIVISION Deirdre Dalpiaz Bishop, Chief Andrea G. Johnson, Michael R. Ratcliffe, Assistant Division Chief for Assistant Division Chief for Address and Spatial Data Updates Geographic Standards, Criteria, Research, and Quality Monique Eleby, Assistant Division Chief for Gregory F. Hanks, Jr., Geographic Program Management Deputy Division Chief and External Engagement Laura Waggoner, Assistant Division Chief for Geographic Data Collection and Products 1-0 Table of Contents 1. Introduction ...................................................................................................................... 1-1 1. Introduction 1.1 What is a Shapefile? A shapefile is a geospatial data format for use in geographic information system (GIS) software. Shapefiles spatially describe vector data such as points, lines, and polygons, representing, for instance, landmarks, roads, and lakes. The Environmental Systems Research Institute (Esri) created the format for use in their software, but the shapefile format works in additional Geographic Information System (GIS) software as well. 1.2 What are TIGER/Line Shapefiles? The TIGER/Line Shapefiles are the fully supported, core geographic product from the U.S. Census Bureau. They are extracts of selected geographic and cartographic information from the U.S. -
How Large Are the Social Returns to Education? Evidence from Compulsory Schooling Laws
NBER WORKING PAPER SERIES HOW LARGE ARE THE SOCIAL RETURNS TO EDUCATION? EVIDENCE FROM COMPULSORY SCHOOLING LAWS Daron Acemoglu Joshua Angrist Working Paper 7444 http://www.nber.org/papers/w7444 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 December 1999 We thank Chris Mazingo and Xuanhui Ng for excellent research assistance. Paul Beaudry, Bill Evans, Bob Hall, Larry Katz, Enrico Moretti, Jim Poterba, Robert Shimer, and seminar participants at the 1999 NBER Summer Institute, University College London, the University of Maryland, and the University of Toronto provided helpful comments. Special thanks to Stefanie Schmidt for helpful advice on compulsory schooling data. The views expressed herein are those of the authors and not necessarily those of the National Bureau of Economic Research. © 1999 by Daron Acemoglu and Joshua Angrist. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. How Large are the Social Returns to Education? Evidence from Compulsory Schooling Laws Daron Acemoglu and Joshua Angrist NBER Working Paper No. 7444 December 1999 JEL No. I20, J31, J24, D62, O15 ABSTRACT Average schooling in US states is highly correlated with state wage levels, even after controlling for the direct effect of schooling on individual wages. We use an instrumental variables strategy to determine whether this relationship is driven by social returns to education. The instrumentals for average schooling are derived from information on the child labor laws and compulsory attendance laws that affected men in our Census samples, while quarter of birth is used as an instrument for individual schooling. -
2020 Census Barriers, Attitudes, and Motivators Study Survey Report
2020 Census Barriers, Attitudes, and Motivators Study Survey Report A New Design for the 21st Century January 24, 2019 Version 2.0 Prepared by Kyley McGeeney, Brian Kriz, Shawnna Mullenax, Laura Kail, Gina Walejko, Monica Vines, Nancy Bates, and Yazmín García Trejo 2020 Census Research | 2020 CBAMS Survey Report Page intentionally left blank. ii 2020 Census Research | 2020 CBAMS Survey Report Table of Contents List of Tables ................................................................................................................................... iv List of Figures .................................................................................................................................. iv Executive Summary ......................................................................................................................... 1 Introduction ............................................................................................................................. 3 Background .............................................................................................................................. 5 CBAMS I ......................................................................................................................................... 5 CBAMS II ........................................................................................................................................ 6 2020 CBAMS Survey Climate ........................................................................................................ -
Instrumental Variables Methods in Experimental Criminological Research: What, Why and How
Journal of Experimental Criminology (2006) 2: 23–44 # Springer 2006 DOI: 10.1007/s11292-005-5126-x Research article Instrumental variables methods in experimental criminological research: what, why and how JOSHUA D. ANGRIST* MIT Department of Economics, 50 Memorial Drive, Cambridge, MA 02142-1347, USA NBER, USA: E-mail: [email protected] Abstract. Quantitative criminology focuses on straightforward causal questions that are ideally addressed with randomized experiments. In practice, however, traditional randomized trials are difficult to implement in the untidy world of criminal justice. Even when randomized trials are implemented, not everyone is treated as intended and some control subjects may obtain experimental services. Treatments may also be more complicated than a simple yes/no coding can capture. This paper argues that the instrumental variables methods (IV) used by economists to solve omitted variables bias problems in observational studies also solve the major statistical problems that arise in imperfect criminological experiments. In general, IV methods estimate causal effects on subjects who comply with a randomly assigned treatment. The use of IV in criminology is illustrated through a re-analysis of the Minneapolis domestic violence experiment. The results point to substantial selection bias in estimates using treatment delivered as the causal variable, and IV estimation generates deterrent effects of arrest that are about one-third larger than the corresponding intention-to-treat effects. Key words: causal effects, domestic violence, local average treatment effects, non-compliance, two- stage least squares Background I’m not a criminologist, but I`ve long admired criminology from afar. As an applied economist who puts the task of convincingly answering causal questions at the top of my agenda, I’ve been impressed with the no-nonsense outcome-oriented approach taken by many quantitative criminologists. -
MIT Pre-Doctoral Research Fellow Professors Joshua Angrist and Parag Pathak
MIT Pre-Doctoral Research Fellow Professors Joshua Angrist and Parag Pathak Position Overview We are seeking a motivated, independent, and organized Pre-Doctoral Research Fellow to support efforts to evaluate and improve education programs and policies in the U.S. Research Fellows receive a two-year full-time appointment with the School Effectiveness and Inequality Initiative (SEII), a research lab based at the MIT Department of Economics and the National Bureau of Economic Research. SEII’s current research projects involve studies of the impact of education policies and programs in states like Massachusetts and cities such as Boston, Chicago, New York City, Indianapolis, and Denver. Principal Duties and Responsibilities Fellows will work closely with SEII Directors Joshua Angrist and Parag Pathak, as well as our collaborators at universities across the country, including Harvard University. Specific responsibilities include: o constructing data sets and preparing data for analysis o conducting analysis in Stata, R, and Matlab to answer research questions o presenting results and engaging in discussion in weekly team meetings o editing papers for publication The fellowship will be a full-time position located in Cambridge, Massachusetts. An employment term of two years is expected. This position is intended to act as a pathway to graduate school for candidates who plan to apply to an Economics or related Ph.D. program in the future. Previous fellows have gone to top-tier Economics Ph.D. programs, such as UC-Berkeley, MIT, and Stanford. Start date is flexible, with a strong preference for candidates who can begin on or before June 1, 2020. -
THE CENSUS in U.S. HISTORY Library of Congress of Library
Bill of Rights Constitutional Rights in Action Foundation FALL 2019 Volume 35 No1 THE CENSUS IN U.S. HISTORY Library of Congress of Library A census taker talks to a group of women, men, and children in 1870. The Constitution requires that a census be taken every ten After the 1910 census, the House set the total num- years. This means counting all persons, citizens and ber of House seats at 435. Since then, when Congress noncitizens alike, in the United States. In addition to reapportions itself after each census, those states gain- conducting a population count, the census has evolved to collect massive amounts of information on the growth and ing population may pick up more seats in the House at development of the nation. the expense of states declining in population that have to lose seats. Why Do We Have a Census? Who is counted in apportioning seats in the House? The original purpose of the census was to determine The Constitution originally included “the whole Number the number of representatives each state is entitled to in of free persons” plus indentured servants but excluded the U.S. House of Representatives. The apportionment “Indians not taxed.” What about slaves? The North and (distribution) of seats in the House depends on the pop- South argued about this at the Constitutional Conven- ulation of each state. Every state is guaranteed at least tion, finally agreeing to the three-fifths compromise. one seat. Slaves would be counted in each census, but only three- After the first census in 1790, the House decided a fifths of the count would be included in a state’s popu- state was allowed one representative for each approxi- lation for the purpose of House apportionment. -
Survey Nonresponse Bias and the Coronavirus Pandemic∗
Coronavirus Infects Surveys, Too: Survey Nonresponse Bias and the Coronavirus Pandemic∗ Jonathan Rothbaum U.S. Census Bureau† Adam Bee U.S. Census Bureau‡ May 3, 2021 Abstract Nonresponse rates have been increasing in household surveys over time, increasing the potential of nonresponse bias. We make two contributions to the literature on nonresponse bias. First, we expand the set of data sources used. We use information returns filings (such as W-2's and 1099 forms) to identify individuals in respondent and nonrespondent households in the Current Population Survey Annual Social and Eco- nomic Supplement (CPS ASEC). We link those individuals to income, demographic, and socioeconomic information available in administrative data and prior surveys and the decennial census. We show that survey nonresponse was unique during the pan- demic | nonresponse increased substantially and was more strongly associated with income than in prior years. Response patterns changed by education, Hispanic origin, and citizenship and nativity. Second, We adjust for nonrandom nonresponse using entropy balance weights { a computationally efficient method of adjusting weights to match to a high-dimensional vector of moment constraints. In the 2020 CPS ASEC, nonresponse biased income estimates up substantially, whereas in other years, we do not find evidence of nonresponse bias in income or poverty statistics. With the sur- vey weights, real median household income was $68,700 in 2019, up 6.8 percent from 2018. After adjusting for nonresponse bias during the pandemic, we estimate that real median household income in 2019 was 2.8 percent lower than the survey estimate at $66,790. ∗This report is released to inform interested parties of ongoing research and to encourage discussion. -
Can Successful Schools Replicate? Scaling up Boston's Charter School
NBER WORKING PAPER SERIES CAN SUCCESSFUL SCHOOLS REPLICATE? SCALING UP BOSTON’S CHARTER SCHOOL SECTOR Sarah Cohodes Elizabeth Setren Christopher R. Walters Working Paper 25796 http://www.nber.org/papers/w25796 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 May 2019 Special thanks go to Carrie Conaway, Cliff Chuang, the staff of the Massachusetts Department of Elementary and Secondary Education, and Boston’s charter schools for data and assistance. We also thank Josh Angrist, Bob Gibbons, Caroline Hoxby, Parag Pathak, Derek Neal, Eric Taylor and seminar participants at the NBER Education Program Meetings, Columbia Teachers College Economics of Education workshop, the Association for Education Finance and Policy Conference, the Society for Research on Educational Effectiveness Conference, Harvard Graduate School of Education, Federal Reserve Bank of New York, MIT Organizational Economics Lunch, MIT Labor Lunch, and University of Michigan Causal Inference for Education Research Seminar for helpful comments. We are grateful to the school leaders who shared their experiences expanding their charter networks: Shane Dunn, Jon Clark, Will Austin, Anna Hall, and Dana Lehman. Setren was supported by a National Science Foundation Graduate Research Fellowship. The Massachusetts Department of Elementary and Secondary Education had the right to review this paper prior to circulation in order to determine no individual’s data was disclosed. The authors obtained Institutional Review Board (IRB) approvals for this project from NBER and Teachers College Columbia University. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. -
Field Experiments in Development Economics1 Esther Duflo Massachusetts Institute of Technology
Field Experiments in Development Economics1 Esther Duflo Massachusetts Institute of Technology (Department of Economics and Abdul Latif Jameel Poverty Action Lab) BREAD, CEPR, NBER January 2006 Prepared for the World Congress of the Econometric Society Abstract There is a long tradition in development economics of collecting original data to test specific hypotheses. Over the last 10 years, this tradition has merged with an expertise in setting up randomized field experiments, resulting in an increasingly large number of studies where an original experiment has been set up to test economic theories and hypotheses. This paper extracts some substantive and methodological lessons from such studies in three domains: incentives, social learning, and time-inconsistent preferences. The paper argues that we need both to continue testing existing theories and to start thinking of how the theories may be adapted to make sense of the field experiment results, many of which are starting to challenge them. This new framework could then guide a new round of experiments. 1 I would like to thank Richard Blundell, Joshua Angrist, Orazio Attanasio, Abhijit Banerjee, Tim Besley, Michael Kremer, Sendhil Mullainathan and Rohini Pande for comments on this paper and/or having been instrumental in shaping my views on these issues. I thank Neel Mukherjee and Kudzai Takavarasha for carefully reading and editing a previous draft. 1 There is a long tradition in development economics of collecting original data in order to test a specific economic hypothesis or to study a particular setting or institution. This is perhaps due to a conjunction of the lack of readily available high-quality, large-scale data sets commonly available in industrialized countries and the low cost of data collection in developing countries, though development economists also like to think that it has something to do with the mindset of many of them. -
Uva-DARE (Digital Academic Repository)
UvA-DARE (Digital Academic Repository) Evaluating the effect of tax deductions on training Oosterbeek, H.; Leuven, E. DOI 10.1086/381257 Publication date 2004 Published in Journal of labor economics Link to publication Citation for published version (APA): Oosterbeek, H., & Leuven, E. (2004). Evaluating the effect of tax deductions on training. Journal of labor economics, 22, 461-488. https://doi.org/10.1086/381257 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:26 Sep 2021 Evaluating the Effect of Tax Deductions on Training Edwin Leuven, University of Amsterdam and Tinbergen Institute Hessel Oosterbeek, University of Amsterdam and Tinbergen Institute Dutch employers can claim an extra tax deduction when they train employees older than age 40. -
2017 National Population Projections: Methodology and Assumptions
Methodology, Assumptions, and Inputs for the 2017 National Population Projections September 2018 Erratum Note: The 2017 National Population Projections were revised after their original release date to correct an error in infant mortality rates. The files were removed from the website on August 1, 2018 and an erratum note posted. The error incorrectly calculated infant mortality rates, which erroneously caused an increase in the number of deaths projected in the total population. Correcting the error in infant mortality results in a decrease in the number of deaths and a slight increase in the total projected population in the revised series. The error did not affect the other two components of population change in the projections series (fertility and migration). Major demographic trends, such as an aging population and an increase in racial and ethnic diversity, remain unchanged. Table of Contents Introduction .......................................................................................................................................................................2 Methods...............................................................................................................................................................................2 Base Population ...........................................................................................................................................................2 Fertility and Mortality Denominators...................................................................................................................3