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Theresa M. A. Schmitz

Publications and source records attributed to Theresa M. A. Schmitz.

2 recordsLinked to original sources

Automatic debiased machine learning and sensitivity analysis for sample selection models

In this paper, we extend the Riesz representation framework to causal inference under sample selection, where both treatment assignment and outcome observability are non-random. Formulating the problem in terms of a Riesz representer enables stable estimation and a transparent decomposition of omitted variable bias into three interpretable components: a data-identified scale factor, outcome confounding strength, and selection confounding strength. For estimation, we employ the ForestRiesz estimator, which accounts for selective outcome observability while avoiding the instability associated with direct propensity score inversion. We assess finite-sample performance through a simulation study and show that conventional double machine learning approaches can be highly sensitive to tuning parameters due to their reliance on inverse probability weighting, whereas the ForestRiesz estimator delivers more stable performance by leveraging automatic debiased machine learning. In an empirical application to the gender wage gap in the U.S., we find that our ForestRiesz approach yields larger treatment effect estimates than a standard double machine learning approach, suggesting that ignoring sample selection leads to an underestimation of the gender wage gap. Sensitivity analysis indicates that implausibly strong unobserved confounding would be required to overturn our results. Overall, our approach provides a unified, robust, and computationally attractive framework for causal inference under sample selection.

econ.EM↗

The Effects of Flipped Classrooms in Higher Education: A Causal Machine Learning Analysis

This study uses double/debiased machine learning (DML) to evaluate the impact of transitioning from lecture-based blended teaching to a flipped classroom concept. Our findings indicate effects on students' self-conception, procrastination, and enjoyment. We do not find significant positive effects on exam scores, passing rates, or knowledge retention. This can be explained by the insufficient use of the instructional approach that we can identify with uniquely detailed usage data and highlights the need for additional teaching strategies. Methodologically, we propose a powerful DML approach that acknowledges the latent structure inherent in Likert scale variables and, hence, aligns with psychometric principles.

econ.GN↗