不显著能任性发顶刊！还津津有味地讨论不显著的实证结果！

凡是搞计量经济的，都关注这个号了

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①134篇各种方法的code, 代码和程序文章合集, 必须收藏！，②今年最诚意的主流计量方法与Stata操作的视频教程, 一定要收藏学习！，③《经济研究》期刊上所有文章按照"计量方法"进行分类汇总，有选择性地学习计量方法，④120篇DID双重差分方法的文章合集, 包括代码,程序及解读, 建议收藏！⑤Stata数据管理,绘图,检验,实证方法操作,结果输出的187篇文章！

Abadie, Alberto. 2006. "Poverty, Political Freedom, and the Roots of Terrorism." American Economic Review, 96 (2): 50-56. IV estimation

Abdulkadirog˘lu, Atila, Joshua Angrist, and Parag Pathak. 2014. “The Elite Illusion: Achievement Effects at Boston and New York Exam Schools.” Econometrica 82 (1): 137–96.

Parents gauge school quality in part by the level of student achievement and a school's racial and socioeconomic mix. The importance of school characteristics in the housing market can be seen in the jump in house prices at school district boundaries where peer characteristics change. The question of whether schools with more attractive peers are really better in a value-added sense remains open, however. This paper uses a fuzzy regression-discontinuity design to evaluate the causal effects of peer characteristics. Our design exploits admissions cutoffs at Boston and New York City's heavily over-subscribed exam schools. Successful applicants near admissions cutoffs for the least selective of these schools move from schools with scores near the bottom of the state SAT score distribution to schools with scores near the median. Successful applicants near admissions cutoffs for the most selective of these schools move from above-average schools to schools with students whose scores fall in the extreme upper tail. Exam school students can also expect to study with fewer nonwhite classmates than unsuccessful applicants. Our estimates suggest that the marked changes in peer characteristics at exam school admissions cutoffs have little causal effect on test scores or college quality.

RDD estimation

关于Parag Pathak，参看：1.AEA的小诺贝尔经济学奖公布, 41位青年才俊做了些什么，2.AEA公布2017-19年度最受关注的十大研究话题, 给你的选题方向！3.2019斯隆研究奖公布, 华人金融学教授曾得近50万资助，4.TOP5的JPE新任主编和编辑介绍, 提前了解其研究方法和擅长领域! 5.哈佛,MIT等名校印度裔与华裔的较量, 结果出乎意料？6.一份使用工具变量回归的AER文章清单, 思路惊奇定会让你脑洞大开！

看看文中不显著实证结果，欲知作者如何津津有味地讨论这些不显著的结果的，请直接下载文章：

Angrist, Joshua D., Victor Lavy, Jetson Leder-Luis, and Adi Shany. 2019. “Maimonides Rule Redux.” American Economic Review: Insights 1 (3): 309–24.

We use Maimonides' rule as an instrument for class size in large Israeli samples from 2002–2011. In contrast with Angrist and Lavy (1999), newer estimates show no evidence of class size effects. The new data also reveal enrollment manipulation near Maimonides cutoffs. A modified rule that uses birthdays to impute enrollment circumvents manipulation while still generating precisely estimated zeros. In both old and new data, Maimonides' rule is unrelated to socioeconomic characteristics conditional on a few controls. Enrollment manipulation therefore appears to be innocuous. We briefly discuss possible explanations for the disappearance of Israeli class size effects since the early 1990s.

Krueger, Alan B., and Jitka Malecˇková. 2003. “Education, Poverty and Terrorism: Is There a Causal Connection?” Journal of Economic Perspectives 17 (4): 119–44

The paper investigates whether there is a connection between poverty or low education and terrorism. We review evidence on hate crimes, which are closely related to terrorism; the occurrence of hate crimes is largely independent of economic conditions. We analyze data on support for attacks against Israeli targets from public opinion polls conducted in the West Bank and Gaza Strip; support for violent attacks does not decrease among those with higher education and higher living standards. The core contribution of the paper is a statistical analysis of the determinants of participation in Hezbollah militant activities; having a living standard above the poverty line or a secondary or higher education is positively associated with participation in Hezbollah. We also find that Israeli Jewish settlers who attacked Palestinians in the West Bank in the early 1980s were overwhelmingly from high-paying occupations. Although our results are tentative and exploratory, they suggest that neither poverty nor education has a direct, causal impact on terrorism.