视频：Mastering Mostly Harmless Econometrics

2020 AEA Continuing Education Webcasts

January 5-7, 2020, Westin San Diego Gaslamp Quarter, San Diego, CA

The AEA's 2020 Continuing Education Program was held at the Westin San Diego Gaslamp Quarter on January 5-7, 2020, immediately following the close of ASSA.Participants chose from three concurrent programs.

2020年美国经济学会（AEA）联合顶尖计量学者（Alberto Abadie、Josh Angrist、Chris Walters）推出的计量经济课程

主题：Mastering Mostly Harmless Econometrics（基本无害的计量经济学），涵盖随机试验、匹配法、工具变量法、双重差分法（DID）、合成控制法断点回归（RDD）、政策评估、贝叶斯与机器学习（ML）

Mostly Harmless Econometrics

9.3

Joshua D. Angrist Jörn-Steffen Pischke / 2009 / Princeton University Press

Mastering Mostly Harmless Econometrics (Alberto Abadie, Joshua Angrist, and Christopher Walters)

Metrics Handouts

Webcasts: View Part 1| View Part 2 | View Part 3 | View Part 4 | View Part 5 | View Part 6 | View Part 7 | View Part 8

Alberto Abadie | Massachusetts Institute of Technology Alberto Abadie is an econometrician and empirical microeconomist, with broad disciplinary interests that span economics, political science and statistics. Professor Abadie received his Ph.D. in Economics from MIT in 1999. Upon graduating, he joined the faculty at the Harvard Kennedy School, where he was promoted to full professor in 2005. He returned to MIT in 2016, where he is Professor of Economics and Associate Director of the Institute for Data, Systems, and Society (IDSS). His research areas are econometrics, statistics, causal inference, and program evaluation. Professor Abadie’s methodological research focuses on statistical methods to estimate causal effects and, in particular, the effects of public policies, such as labor market, education, and health policy interventions. He is Associate Editor of Econometrica and AER: Insights, and has previously served as Editor of the Review of Economics and Statistics and Associate Editor of the Journal of Business and Economic Statistics. He is a Fellow of the Econometric Society.

Joshua Angrist | Massachusetts Institute of Technology Joshua Angrist is the Ford Professor of Economics at MIT, a director of MIT's School Effectiveness and Inequality Initiative, and a Research Associate at the National Bureau of Economic Research. A dual U.S. and Israeli citizen, he taught at Harvard and the Hebrew University of Jerusalem before coming to MIT in 1996. Angrist received his B.A. from Oberlin College in 1982 and completed his Ph.D. in Economics at Princeton in 1989. Angrist's research interests include the economics of education and school reform; social programs and the labor market; the effects of immigration, labor market regulation and institutions; and econometric methods for program and policy evaluation. Angrist is a Fellow of the American Academy of Arts and Sciences and the Econometric Society, and has served on many editorial boards and as a Co-editor of the Journal of Labor Economics. He received an honorary doctorate from the University of St Gallen (Switzerland) in 2007 and is the author (with Steve Pischke) of Mostly Harmless Economics: An Empiricist's Companion and Mastering 'Metrics: The Path from Cause to Effect, both published by Princeton University Press.Angrist and Pischke hope to bring undergraduate econometrics instruction out of the Stones Age.

Christopher Walters | University of California-Berkeley Christopher Walters joined the economics department as an assistant professor after receiving his PhD in economics from MIT in 2013. He received a National Academy of Education/Spencer Foundation Dissertation Fellowship in 2012. In 2008, he graduated with a BA in economics and philosophy from the University of Virginia and received a National Science Foundation Graduate Research Fellowship. His research focuses on labor economics and the economics of education, with an emphasis on school performance at the primary and early childhood levels. This work includes quasi-experimental studies of the effects of charter schools on test scores and post-secondary outcomes, a study documenting and explaining variation in effectiveness across Head Start childcare centers, and an analysis of differences in the demand for school quality across demographic groups. His work also involves developing and applying econometric tools to answer questions of practical interest.