- [Narrator] On his quest 
to master econometrics,

Grasshopper Kamal has 
made great progress

stretching his capabilities 
and outsmarting his foes.

Alas, today he's despondent.

For one challenge remains unmet.

Kamal cannot yet decode 
the scriptures of academic research,

journals like 
"The American Economic Review"

and "Econometrica."

These seemed to him to be inscribed 
in an obscure foreign tongue.

- [Kamal] Ugh, what the... ?

- [Narrator] These volumes are 
opaque to novice, Kamal,

but can be deciphered with study.

Let us learn to read them together.

Let's dive into the West Point study,

published in the "Economics 
of Education Review."

This paper reports 
on a randomized evaluation

of student electronics use 
in Economics 101 classrooms.

First, a quick review 
of the research design.

- Okay.

- [Josh] 'Metrics masters 
teaching at West Point,

the military college that trains 
American Army officers

designed a randomized trial
to answer this question.

These masters randomly assigned
West Point cadets

into Economics classes
operating under different rules.

Unlike most American colleges,

the West Point default 
is no electronics.

For purposes of this experiment,
some students were left

in such traditional 
technology-free classes,

no lap tops, no tablets 
and no phones!

[voice echoes]

This is the control group,
or baseline case.

Another group was allowed
to use electronics.

This is the treatment group,
subject to a changed environment.

The treatment in this case
is the unrestricted use

of laptops or tablets in class.

Every causal question 
has a clear outcome,

the variables we hope to influence
defined in advance of the study.

The outcomes in the West Point
electronics study

are final exam scores.

The study seeks to answer
the following question,

what is the causal effect 
of classroom electronics on learning

as measured by exam scores?

- Economics journal articles 
usually begin with a table

of descriptive statistics,
giving key facts

about the study sample.

- Oh my gosh, I remember this table,
so confusing!

Columns 1 to 3 report mean,
or average, characteristics.

These give a sense 
of who we're studying.

Let's start with column 1 
which describes covariates

in a control group.

Covariates are characteristics 
of the control and treatment groups

measured before 
the experiment begins.

For example, we see the control group
has an average age a bit over 20.

Many of these covariates 
are dummy variables.

A dummy variable can only have 
two values, a zero or a one.

For example, student gender
is captured by a dummy variable

that equals one for woman
and zero for man.

The mean of this variable 
is the proportion female.

We also see that the control group 
is 13% Hispanic

and 19% had prior military service.

The table notes are key.

Refer to these 
as you scan the table.

These notes explain what's shown 
in each column and panel.

The notes tell us, for example,
that standard deviations

are reported in brackets.

Standard deviations tell us how
spread out the data are.

For example, a standard deviation 
of 0.52 tells us that most

of the control group's GPAs
fall between 2.35,

which is 0.52 below 
the mean GPA of 2.87,

and 3.39, which is 0.52 above 2.87.

A lower standard deviation
would mean the GPAs were

more tightly clustered 
around the mean.

- [Kamal] Yeah, but they're missing
from most of the variables.

- [Narrator] That's right.

Masters usually omit 
standard deviations for dummies.