CHAPTER 7
TEACHING NOTES
This is a fairly standard chapter on using qualitative information in regression analysis, although
I try to emphasize examples with policy relevance (and only cross-sectional applications are
included.).
athlete GPAs in the text.) From a practical perspective, it is important to know whether the
partial effects differ across groups or whether a constant differential is sufficient.
I admit that an unconventional feature of this chapter is its introduction of the linear probability
model. I cover the LPM here for several reasons. First, the LPM is being used more and more
because it is easier to interpret than probit or logit models. Plus, once the proper parameter
A useful modification of the LPM estimated in equation (7.29) is to drop kidsge6 (because it is
not significant) and then define two dummy variables, one for kidslt6 equal to one and the other
for kidslt6 at least two. These can be included in place of kidslt6 (with no young children being
the base group). This allows a diminishing marginal effect in an LPM. I was a bit surprised
when a diminishing effect did not materialize.