Fall 2021 - 61199 - PA 397 - Introduction to Empirical Methods for Policy Analysis - FALL SEMESTER ONLY
Intro Empircl Meth Policy Anly
Matwiczak, Ken
COURSE DESCRIPTION: This course develops basic competence in problem solving and fundamental quantitative methods (data analysis, statistical inference, quantitative models for decision making) applied to public policy analysis.
The course is an applications course rather than a rigorous theoretical or mathematical development. Emphasis in the course is on the application, interpretation, and communication of quantitative modeling and analysis results in policy evaluation and decision-making. Students will be required to make extensive use of Microsoft Excel spreadsheets (with Solver and Data Analysis add-ins) for homework assignments, applications exercises, and exams. We will not teach STATA or any other statistical analysis package in this course. A take-home mid-term exam and a take-home final exam will complement the five (5) homework problem sets.
Upon completing this course, students should be able to:
a. Apply a general problem-solving framework to policy analysis and decision problems.
b. Think critically about data and select an appropriate analytical model for a given problem.
c. Interpret and effectively communicate the results of selected decision and/or statistical models.
d. Use computer spreadsheet programs to support decision-making, statistical, and quantitative analysis.
e. Interpret statistical arguments found in applied policy studies.
Primary Course Materials: Online Statistics Education: An Interactive Multimedia Course of Study. http://onlinestatbook.com/. Project Leader: David M. Lane, Rice University. (Accessed: 29 June 2021)
Berenson, Mark L., David M. Levine, and Timothy C. Krehbiel. Basis Business Statistics – Concepts and Applications (12th ed.). Prentice Hall, Upper Saddle River, NJ, 2012.
Lapin, Lawrence L., and William D. Whisler. Quantitative Decision Making with Spreadsheet Applications (7th ed.). Duxbury – Wadsworth Group/Thomson Learning, Belmont, CA, 2002
Students are strongly encouraged to obtain (purchase, rent, or borrow) their own copies of the Berenson, etal, and Lapin, etal., texts. These are relatively inexpensive and can be an excellent resource in your professional career.
Class Structure:
Class meetings, except for exams will generally adhere to the following “flipped” classroom structure:
1. All assigned readings (online and in text) completed before the scheduled class. Students should attempt to solve the “practice problems” associated with the lesson, in preparation for in-class discussion.
2. Each class will typically begin with a short, graded quiz covering the assigned readings for the lesson.
3. Following a discussion of the quiz and any questions about the assigned readings, we will review the solution to the assigned “practice” problems for the lesson.
4. Subsequently, we will work together, using Excel as appropriate, to discuss a more comprehensive problem that addresses the topics for the lesson, and reviews material from previous lessons.
5. Time permitting, I will assign additional data and practice problems to groups of students to solve and discuss. The expectation is that, if time permits, one or more groups of students would be selected to present their solution to the rest of the class.
All assignments and exams are open book and open resource. On the homework and problem sets, you may work alone, or in groups (which is strongly encouraged). However, you must always turn in your own work for a grade. You must physically complete your own solution submission. Additionally, ALL work on both the mid-term and final exams MUST BE INDIVIDUAL WORK ONLY! (i.e. No discussion, collaboration, etc. with any other person!)
Class Schedule: Thursday, 2-5 pm