Applied Microeconomics
Applied Microeconomics
The Applied Microeconomics research group unites researchers working on a broad array of topics within such areas as labour economics, economics of education, health economics, family economics, urban economics, environmental economics, and the economics of science and innovation. The group operates in close collaboration with the CAGE Research Centre.
The group participates in the CAGE seminar on Applied Economics, which runs weekly on Tuesdays at 2:15pm. Students and faculty members of the group present their ongoing work in two brown bag seminars, held weekly on Tuesdays and Wednesdays at 1pm. Students, in collaboration with faculty members, also organise a bi-weekly reading group in applied econometrics on Thursdays at 1pm. The group organises numerous events throughout the year, including the Research Away Day and several thematic workshops.
Our activities
Work in Progress seminars
Tuesdays and Wednesdays 1-2pm
Students and faculty members of the group present their work in progress in two brown bag seminars. See below for a detailed scheduled of speakers.
Applied Econometrics reading group
Thursdays (bi-weekly) 1-2pm
Organised by students in collaboration with faculty members. See the Events calendar below for further details
People
Academics
Academics associated with the Applied Microeconomics Group are:
Research Students
Events
CAGE-AMES Workshop - Keitaro Ninomiya
Title: Comparing standardized tests and teachers-based-assessments; Evidence from the A-levels fiasco in the UK.
Abstract: The distributional consequence of integrating teachers' assessments with standardized exam scores for college admissions remains challenging to assess. I focus on a unique event in the UK, when the pandemic completely replaced standardized exams with teacher-based assessments of their students, to investigate the changes in the pattern of grade assignment across students and schools. I find the method change led to substantial inflation; students' expected grade increased uniformly across groups with similar performances in a past standardized exam. Non-facilitating subjects experienced higher grade inflation than facilitating subjects. Institutional differences across school types and share of well-performing students also account for differences in the extent of inflation. My findings indicate an inclusion of teachers' predictions to college admissions reward students unevenly.