COURSE SPECIFICATION FORM,

approved by the Academic Council 17.06.2015 (#39)

SECTION A: DEFINITIVE

1. General course information

1.1 School: Graduate School of Public Policy 1.6 Credits (ECTS): 8
1.2 Course Title: Statistics for Public Policy 1.7 Course Code: MPP611
1.3 Pre-requisites: N/A Effective from:2022
1.8
1.4 Co-requisites: (year)
Programs:
1.5 (in which the course ______Master in Public Policy__________
is offered)  Core Elective
2. Course description (max.150 words)
The purpose of this course is to equip students with the necessary statistical tools and model
building expertise that are related to the empirical analysis of public policy problems in a
professional environment. Students can apply these tools for descriptive as well as inferential
purposes: policy evaluation, and explaining bivariate and multivariate relationships in general. The
course begins with an introduction to statistical and probability theory, probability distributions,
types of data, inferential statistics, hypothesis testing, correlation analysis and ends with bivariate
and multiple regression.
3. Summative assessment methods (tick if applicable):
3.1 Examination (2)  3.5 Group Project
3.2 Group Project  3.6 Peer-assessment
3.3 Problem Sets (2)  3.7 Essay
3.4 Laboratory Practicum  3.8 Other (specify) ____________
4. Course aims
1) To provide students with the necessary skills to perform empirical policy analysis
2) Master the techniques of presenting and analyzing data
3) To enhance student’s appreciation for rigorous empirical analysis necessary for
evidence-based policy making
5. Course learning outcomes (CLOs)
5.1 By the end of the course the student will be expected to be able to:
1) have sound and applied knowledge of statistical analysis
2) have mastered the art and science of modeling and analyzing social science data
3) perform appropriate statistical analysis and tests
4) write and present an applied research paper in a group environment

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5.2
CLO Program Learning Outcome(s) to
ref # which CLO is linked
1 To analyse, synthesize, think
critically, solve problems and make
decisions
2 To analyse, synthesize, think
critically, solve problems and make
decisions
3 To analyse, synthesize, think
critically, solve problems and make
decisions
4 To analyse, synthesize, think
critically, solve problems and make
decisions; to communicate and
interact productively with a diverse
and changing workforce and
citizenry
COURSE SPECIFICATION FORM,
Graduate Attribute(s) to which
CLO is linked
Possess an in-depth and
sophisticated understanding of their
domain of study. Be thoughtful
decision makers who know how to
involve others.
Be intellectually agile, curious,
creative and open-minded. Be
thoughtful decision makers who
know how to involve others.
Be entrepreneurial, self-propelling
and able to create new
opportunities.
Be entrepreneurial, self-propelling
and able to create new
opportunities. Be fluent and
nuanced communicators across
languages and cultures.
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MPP Student Learning Outcomes NASPAA

3. To analyse, synthesize, think critically, solve problems and make decisions

3.1. Employ analytical tools to collect, analyze and interpret data, including appropriate statistical concepts and
techniques

3.2. Employ quantitative and qualitative methods in decision making

3.3. Develop ability to think critically about policy and administrative choices

5. To communicate and interact productively with a diverse and changing workforce and citizenry

5.1. Recognize, consider, respect and balance competing perspectives related to administration and policy

5.2. Communicate results of analysis to diverse audiences by means of oral presentations, written documents
and digital media

Professional Competency: The program will ensure that students learn to apply their education, such as
through experiential exercises and interactions with practitioners across the broad range of public affairs,
administration, and policy professions and sectors.

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Course Assessment Plan

Summative/ Assessment
SLO Grade component
Formative Type

3. To analyse, synthesize, think critically,

solve problems and make decisions

3.1. Employ analytical tools to collect, analyze Homeworks, Statistical

Formative and
and interpret data, including appropriate exams, group exercises and
Summative
statistical concepts and techniques project problem sets

Homeworks, Statistical
3.2. Employ quantitative and qualitative Formative and
exams, group exercises and
methods in decision making Summative
project problem sets

Students would
decide on a
question they
3.3 Develop ability to think critically about policy are trying to
Group project Summative
and administrative choices answer and how
to employ
statistical
techniques

5. To communicate and interact productively

with a diverse and changing workforce and
citizenry

5.1 Recognize, consider, respect and balance Homeworks, Statistical

Formative and
competing perspectives related to exams, group exercises and
Summative
administration and policy project problem sets

Students would
5.2. Communicate results of analysis to diverse
practice writing
audiences by means of oral presentations, Group project Summative
and presentation
written documents and digital media
skills

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SECTION B: NON-DEFINITIVE
Course Syllabus Template

6. Detailed course information

6.1 Academic Year: Fall 2023 6.3 Schedule (class days, time): Monday 15:30 –
17:00, Thursday 10:30 – 12:00.
Classroom 2002
6.2 Semester: I 6.4

7. Course leader and teaching staff

Position Name Office Contact information Office hours/or

# by appointment

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Course Leader Simeon Nanovsky 4.015 Simeon.nanovsky@nu. Monday 12:00-
edu.kz 14:00 or After
class
Course Instructor(s) Simeon Nanovsky

Teaching Assistant(s)

8. Course Outline

Session Date Topics Readings CLOs

(tentative)
1 19/8 Introduction: Quantitative Reasoning for PP Ch. 1 1, 2

2 26/8 Statistics: Descriptive Numerical Measures Ch. 2 1, 2

3 2/9 Statistics: Descriptive Graphic Presentations Ch. 3 1, 2

4 9/9 Introduction to Probability Ch. 4 1, 2

5 16/9 Probability Distributions (Discrete & Cont.) Ch. 5 & 6 1, 2

6 23/9 The Central Limit Theorem Ch. 7 1, 2

7 30/9 Estimation and Confidence Intervals Ch. 8 1, 2

8 14/10 Hypothesis testing Ch. 9 & 10 1, 2, 3

9 21/10 Midterm Exam 1, 2, 3

10 28/10 Linear Regression and Correlation (Basics) Ch. 14 1, 2, 3

11 4/11 Multiple Regression (Advanced) Ch. 15 1, 2, 3

12 11/11 Dummy Dependent Variable Ch. 16 1, 2, 3

13 18/11 Various Issues with Multiple Regression Ch. 17 1, 2, 3

(Functional Forms, Multicollinearity, Serial
Correlation, Heteroskedasticity, Panel Data)
14 25/11 Project Presentations 4

15 2/12 Final Exam 1, 2, 3

9. Learning and Teaching Methods (briefly describe the approaches to teaching and learning to be employed
in the course)
1 Interactive Lectures

2 Hands on Practice with statistical software

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3 Readings, handouts, problems sets, class project, final exam

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10. Summative Assessments

# Activity Date Due Weighting (%) CLOs

(tentative)
1 Homeworks 10% 1, 2, 3

5 Class Project Last Class 30% 4

6 Midterm Exam Oct 12 30% 1, 2, 3

7 Final Exam Finals 30% 1, 2, 3

week
11. Grading

Letter Grade Percent (GPA) and Description

A 90-100 (4.00) Excellent, student meets the highest standards in
completing the course assignments
A- 85-89 (3.67) Excellent, student meets most of the highest standards in
completing the course assignments
B+ 80-84 (3.33) Very good, student meets the high standards in
completing the course assignments
B 75-79 (3.00) Good, student meets most standards in completing the
course assignments
B- 70-74 (2.67) More than adequate, student shows some reasonable
command of the course material
C+ 65-69 (2.33) Acceptable, student meets basic standards in completing
the course assignments
C 60-64 (2.00) Acceptable, student meets some of the basic standards
in completing the course assignments
C- 50-59 (1.67) Acceptable, while failing short of meeting basic
standards in
several ways
F 00-49 (0.00) Failing, very poor performance

12. Learning resources

(use a full citation and
where the texts/materials
can be accessed)

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E-resources, Stata website and
including, but software, Khan
not limited to: Academy, Various
databases, online resources like
animations, “Statistics Glossary” and
simulations, Ian Johnston Online
professional Handbook at
blogs, websites, www.mala.bc.ca
other e-
reference
materials (e.g.
video, audio,
digests)
Laboratory Computer Lab with
physical Stata / Excel
resources
Special software Stata / Excel
programs

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Journals (inc. e-
journals)
Text books Primary Texts:

Anderson, D. R., Sweeney, D. J., & Williams, T. A. Statistics for Business

and Economics 11th ed.: South-Wester.

Other textbooks that you may find interesting (Basics).

Meier K. J., Brudney J. L., Bohte J. Applied Statistics for Public and
Nonprofit Administration 8th ed. Cengage Learning.

Madsen, B., Statistics for Non-Statisticians, 2011.

Studenmund, A.H. Using Econometrics: A Practical Guide. 6th Edition,

2010.

Other textbooks that you may find interesting (Advanced).

Pindyck, Robert S., and Daniel L.

Rubinfeld. Econometric Models and Economic Forecasts. 1998 4th edition.

Wooldridge, Jeffrey M. Introductory Econometrics: A Modern Approach,

5th edition, Mason, OH: Thomson/South-Western.

Gujarati, D. N. Essentials of Econometrics. 3rd Edition, McGraw-Hill.

Acock, A.C. A Gentle Introduction to Stata, 3rd Edition, Stata Press.
13. Course expectations

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Being Prepared: Students are expected to read assigned material prior to

class and participate in class discussion and activities. Do not be afraid to
participate because of the size of the class and if you have a question, never let
it go unanswered. If you do not get an opportunity to ask your question during
class, stop by during my office hours or feel free to contact me via electronic
mail. Being prepared also means going through the notes from one class
period before coming to the next class period. If you look at the new material
at least once within forty-eight hours of first seeing it, you will learn the
material more thoroughly and studying for the exam will be easier. Please
bring a notebook during class and take lectures notes. Besides the
PowerPoints I generally like to write information on the board. This is
important and should be written and saved for studying. As a rule of thumb to
best prepare for lecture take 1 hour before lecture and at least read the
powerpoint carefully– if you have time please also read the book.

Cheating
Cheating is in no way tolerated. Anyone caught cheating will be penalized
severely. The minimum penalty is an "F" for the course. In this case the student
will also get kicked out of the program.

Group Project – Empirical research presentation

The course project will be an empirical research presentation that will require you to
make statistical conclusion based on secondary data. It may be independent work or
group work. You will be assigned to pose a question requiring a statistical tool to be
used. Preferably a question related to public policy. You will then gather data and test
your hypothesis. You will also make a 20 minute presentation of your research on the
last day of class with your group mates. Late research will not be accepted. If you are
working in a group – only one project per group is required. Your grade will then be
the group grade.

A rough guideline on what can be included:

1) Question about the real world you are hoping to answer.

2) Your hypothesis. This should state what you think the result should be and why.

3) Literature review. This should include prior literature looking at your question or
similar questions. If there is a significant literature on the topic, please explain how
your answer will add to this literature.

3) Please include data description which should describe the sample taken.

4) Please describe the statistical test used and the exact questions answered using the

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test

5) Please state the results and conclusions from the statistical test.

6) Do not forget to put any references used at the end.

For sample student reports, please visit

http://tempforum.neas-seminars.com/Forum175.aspx.

14. Academic Integrity Statement

Students taking this module have to abide by the University policies on academic integrity.
For NU policies, penalties, and information to help you avoid plagiarism and other forms of
academic misconduct see the Student Code of Conduct and Disciplinary Procedures (approved
by the AC on 19.08.2015), specifically, paragraphs 13-16 (plagiarism, cheating).

15. E-Learning

Hy-Flex Course.

16. Approval and review

Date of Approval: Minutes #: Committee:

Date(s) of Approved Change: Minutes #: Committee:

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