Error-free milestones in error prone measurements

A predictor variable or dose that is measured with substantial error may possess an error-free milestone, such that it is known with negligible error whether the value of the variable is to the left or right of the milestone. Such a milestone provides a basis for estimating a linear relationship between the true but unknown value of the error-free predictor and an outcome, because the milestone creates a strong and valid instrumental variable. The inferences are nonparametric and robust, and in the simplest cases, they are exact and distribution free. We also consider multiple milestones for a single predictor and milestones for several predictors whose partial slopes are estimated simultaneously. Examples are drawn from the Wisconsin Longitudinal Study, in which a BA degree acts as a milestone for sixteen years of education, and the binary indicator of military service acts as a milestone for years of service.Comment: Published in at http://dx.doi.org/10.1214/08-AOAS233 the Annals of Applied Statistics (http://www.imstat.org/aoas/) by the Institute of Mathematical Statistics (http://www.imstat.org

Isolation in the construction of natural experiments

A natural experiment is a type of observational study in which treatment assignment, though not randomized by the investigator, is plausibly close to random. A process that assigns treatments in a highly nonrandom, inequitable manner may, in rare and brief moments, assign aspects of treatments at random or nearly so. Isolating those moments and aspects may extract a natural experiment from a setting in which treatment assignment is otherwise quite biased, far from random. Isolation is a tool that focuses on those rare, brief instances, extracting a small natural experiment from otherwise useless data. We discuss the theory behind isolation and illustrate its use in a reanalysis of a well-known study of the effects of fertility on workforce participation. Whether a woman becomes pregnant at a certain moment in her life and whether she brings that pregnancy to term may reflect her aspirations for family, education and career, the degree of control she exerts over her fertility, and the quality of her relationship with the father; moreover, these aspirations and relationships are unlikely to be recorded with precision in surveys and censuses, and they may confound studies of workforce participation. However, given that a women is pregnant and will bring the pregnancy to term, whether she will have twins or a single child is, to a large extent, simply luck. Given that a woman is pregnant at a certain moment, the differential comparison of two types of pregnancies on workforce participation, twins or a single child, may be close to randomized, not biased by unmeasured aspirations. In this comparison, we find in our case study that mothers of twins had more children but only slightly reduced workforce participation, approximately 5% less time at work for an additional child.Comment: Published in at http://dx.doi.org/10.1214/14-AOAS770 the Annals of Applied Statistics (http://www.imstat.org/aoas/) by the Institute of Mathematical Statistics (http://www.imstat.org

Cross-screening in observational studies that test many hypotheses

We discuss observational studies that test many causal hypotheses, either hypotheses about many outcomes or many treatments. To be credible an observational study that tests many causal hypotheses must demonstrate that its conclusions are neither artifacts of multiple testing nor of small biases from nonrandom treatment assignment. In a sense that needs to be defined carefully, hidden within a sensitivity analysis for nonrandom assignment is an enormous correction for multiple testing: in the absence of bias, it is extremely improbable that multiple testing alone would create an association insensitive to moderate biases. We propose a new strategy called "cross-screening", different from but motivated by recent work of Bogomolov and Heller on replicability. Cross-screening splits the data in half at random, uses the first half to plan a study carried out on the second half, then uses the second half to plan a study carried out on the first half, and reports the more favorable conclusions of the two studies correcting using the Bonferroni inequality for having done two studies. If the two studies happen to concur, then they achieve Bogomolov-Heller replicability; however, importantly, replicability is not required for strong control of the family-wise error rate, and either study alone suffices for firm conclusions. In randomized studies with a few hypotheses, cross-split screening is not an attractive method when compared with conventional methods of multiplicity control, but it can become attractive when hundreds or thousands of hypotheses are subjected to sensitivity analyses in an observational study. We illustrate the technique by comparing 46 biomarkers in individuals who consume large quantities of fish versus little or no fish.Comment: 33 pages, 2 figures, 5 table

Standardized field testing of assistant robots in a Mars-like environment

Controlled testing on standard tasks and within standard environments can provide meaningful performance comparisons between robots of heterogeneous design. But because they must perform practical tasks in unstructured, and therefore non-standard, environments, the benefits of this approach have barely begun to accrue for field robots. This work describes a desert trial of six student prototypes of astronaut-support robots using a set of standardized engineering tests developed by the US National Institute of Standards and Technology (NIST), along with three operational tests in natural Mars-like terrain. The results suggest that standards developed for emergency response robots are also applicable to the astronaut support domain, yielding useful insights into the differences in capabilities between robots and real design improvements. The exercise shows the value of combining repeatable engineering tests with task-specific application-testing in the field

Stronger instruments via integer programming in an observational study of late preterm birth outcomes

In an optimal nonbipartite match, a single population is divided into matched pairs to minimize a total distance within matched pairs. Nonbipartite matching has been used to strengthen instrumental variables in observational studies of treatment effects, essentially by forming pairs that are similar in terms of covariates but very different in the strength of encouragement to accept the treatment. Optimal nonbipartite matching is typically done using network optimization techniques that can be quick, running in polynomial time, but these techniques limit the tools available for matching. Instead, we use integer programming techniques, thereby obtaining a wealth of new tools not previously available for nonbipartite matching, including fine and near-fine balance for several nominal variables, forced near balance on means and optimal subsetting. We illustrate the methods in our on-going study of outcomes of late-preterm births in California, that is, births of 34 to 36 weeks of gestation. Would lengthening the time in the hospital for such births reduce the frequency of rapid readmissions? A straightforward comparison of babies who stay for a shorter or longer time would be severely biased, because the principal reason for a long stay is some serious health problem. We need an instrument, something inconsequential and haphazard that encourages a shorter or a longer stay in the hospital. It turns out that babies born at certain times of day tend to stay overnight once with a shorter length of stay, whereas babies born at other times of day tend to stay overnight twice with a longer length of stay, and there is nothing particularly special about a baby who is born at 11:00 pm.Comment: Published in at http://dx.doi.org/10.1214/12-AOAS582 the Annals of Applied Statistics (http://www.imstat.org/aoas/) by the Institute of Mathematical Statistics (http://www.imstat.org

ELEMENTARY TEACHERS’ PERCEPTION OF DIGITAL RESOURCES BASED ON STUDENT ACHIEVEMENT

Many factors impact teachers’ decisions about when and how to implement technology during instruction. However, a gap exists in understanding teachers’ motivations for technology integration and face-to-face instruction. Therefore, this qualitative case study explored how teachers’ perceptions of student achievement, motivation, classroom behaviors, and digital challenges influenced their decisions about using technology or direct instruction in the classroom setting. A group of 20 teachers from two southern Florida public elementary schools completed anonymous Likert-scale surveys; six teachers participated in semi-structured interviews. The findings determined via descriptive statistics and thematic analysis revealed that teachers’ inclusion of technology and traditional resources is influenced by teachers’ perceptions of students’ achievement, motivation, behavior, and technology challenges during instruction. To increase technology inclusion, teachers stressed the importance of a balanced and ethical learning experience that promotes students’ achievement. Participants indicated that to increase teachers’ technology inclusion, greater focus must be placed on resources that enhance students’ learning and achievement rather than focusing on student motivation, behavior, and technology challenges