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There is a growing literature in nonparametric econometrics in the recent two decades. Given the space limitation, it is impossible to survey all the important recent developments in nonparametric econometrics. Therefore, we choose to limit our focus on the following areas. In Section 2, we review the recent developments of nonparametric estimation and testing of regression functions with mixed discrete and continuous covariates. We discuss nonparametric estimation and testing of econometric models for nonstationary data in Section 3. Section 4 is devoted to surveying the literature of nonparametric instrumental variable (IV) models. We review nonparametric estimation of quantile regression models in Section 5. In Sections 2–5, we also point out some open research problems, which might be useful for graduate students to review the important research papers in this field and to search for their own research interests, particularly dissertation topics for doctoral students. Finally, in Section 6 we highlight some important research areas that are not covered in this paper due to space limitation. We plan to write a separate survey paper to discuss some of the omitted topics.

In this chapter we begin by discussing the concept of inclusion, with a particular focus on inclusion in literacy learning in the early years (birth to five) in Australia. We then consider the research evidence for the potential impact of home literacy practices in the early years on later school and life outcomes, and examine some early childhood family literacy initiatives that aim to help develop young children’s literacy learning. We describe how Better Beginnings, a universal family literacy programme, supports parents/carers and children to build their skills, knowledge and understandings of early literacy. We show how Better Beginnings has operated, adapted and expanded in response to longitudinal systematic evaluations and explain how new programmes have been created to address the specific needs of particular groups of families, with the long-term intent of maximising inclusion for all families of young children in Western Australia. We identify aspects of inclusion, through which diversity is constructed as the norm rather than the exception. We conclude by suggesting that establishing connections between family literacy practices and school literacy programmes which embrace inclusivity is one of the first steps towards ensuring that all children are able to reach their potential and become active participants in a literate society.

Purpose – To synthesize the literature on coping among adolescents of color in the U.S., we examine normative and circumstantial stressors, describe coping strategies, and summarize the literature on coping for the promotion of well-being among adolescents of color, including descriptive and intervention studies.

Methods/approach – We conducted an extensive review of the literature in four scientific databases (medline, CINAHL, ERIC, and PyschInfo) between July 2010 and June 2011 (key words: (minority) adolescent(s) (of color), cope/coping, stress (ors), and adaptation/psychological). Studies included in our review were peer-reviewed articles published between 2000 and June 2011 that presented original data on the coping strategies and outcomes of adolescents of color (e.g., studies including a majority from underrepresented racial/ethnic communities) between the ages of 12 and 18.

Findings – We identified a total of 91 articles for inclusion, including 83 descriptive and 8 intervention studies. We use a matrix approach to compare descriptive studies by their purpose, study design, sample, targeted stressors, and outcomes. We then discuss the eight interventions we identified, highlighting the targeted population, intervention protocol/adaptation, feasibility/acceptability, and study outcomes.

Implications – The breadth and depth of research on coping among adolescents of color has improved significantly over the past decade, yet our review reveals several areas where further exploration is needed, including research on intra-group differences, validation of coping measures in diverse groups, measurement of the effectiveness of coping strategies over time, and most importantly, the translation of available knowledge on effective coping into culturally relevant, multifaceted interventions for adolescents and their families.

This paper studies the estimation of quantile regression panel duration models. We allow for the possibility of endogenous covariates and correlated individual effects in the quantile regression models. We propose a quantile regression approach for panel duration models under conditionally independent censoring. The procedure involves minimizing ℓ1 convex objective functions and is motivated by a martingale property associated with survival data in models with endogenous covariates. We carry out a series of Monte Carlo simulations to investigate the small sample performance of the proposed approach in comparison with other existing methods. An empirical application of the method to the analysis of the effect of unemployment insurance on unemployment duration illustrates the approach.

Conventional wisdom dictates that there is a positive relationship between governance and growth. This article reexamines this empirical relationship using nonparametric quantile methods. We apply these methods on different levels of countries' growth and governance measures as defined in World Governance Indicators provided by the World Bank. We concentrate our analysis on three of the six measures: voice and accountability, political stability, and rule of law that were found to be significantly correlated with economic growth. To illustrate the nonparametric quantile analysis we use growth profile curves as a visual device. We find that the empirical relationship between voice and accountability, political stability, and growth are highly nonlinear at different quantiles. We also find heterogeneity in these effects across indicators, regions, time, and quantiles. These results are a cautionary tale to practitioners using parametric quantile methods.

This is a survey paper of the recent literature on the application of semiparametric–econometric advances to testing for functional form of the environmental Kuznets curve (EKC). The EKC postulates that there is an inverted U-shaped relationship between economic growth (typically measured by income) and pollution; that is, as economic growth expands, pollution increases up to a maximum and then starts declining after a threshold level of income. This hypothesized relationship is simple to visualize but has eluded many empirical investigations. A typical application of the EKC uses panel data models, which allows for heterogeneity, serial correlation, heteroskedasticity, data pooling, and smooth coefficients. This vast literature is reviewed in the context of semiparametric model specification tests. Additionally, recent developments in semiparametric econometrics, such as Bayesian methods, generalized time-varying coefficient models, and nonstationary panels are discussed as fruitful areas of future research. The cited literature is fairly complete and should prove useful to applied researchers at large.

Purpose – This chapter profiles a summer reading clinic that utilizes graduate students (clinicians) to provide diagnostic literacy intervention for students in grades one through six who struggle with reading and writing. The chapter asserts that struggling readers can become successful when instruction is designed around research-based principles of teaching and learning. A description is provided of the instructional routine employed at the clinic that focuses on fluency and has been shown to assist students in making significant improvements in their literacy progress.

Methodology/approach – The authors describe how teachers and intervention specialists work together to provide an effective intervention to the students that emphasizes a specific guided oral fluency routine known as the Fluency Development Lesson (FDL). Each step in the FDL is explained. Prior to instruction, clinicians administered an informal reading inventory to gain baseline data about the students in the areas of word recognition, fluency, and comprehension and to subsequently inform instruction. During the fifth and final week of the program, posttests were administered. T-Tests indicated that students made significant progress (p <.001) from pretest to posttest in all areas measured.

Limitations – The authors acknowledge that the study is small in scale, the intervention period was limited, and the results may have been influenced by outside factors beyond their control.

Research implications – The study's primary purpose was to improve the reading outcomes of the students involved. The reading clinic setting is ideal for further FDL research including its impact on older students and the incorporation of digital texts on student performance. Additionally, readers of the chapter are encouraged to apply the methods and processes to their own classrooms.

Originality/value – This chapter shows how a summer reading clinic strives to apply research-based, common sense factors that matter most in teaching struggling students to read in intervention and classroom settings. Some of the factors such as the importance of instructional routine, time-on-task, text selection, targeted teaching, and instructional talk are considered key to the successful implementation of the FDL and the clinical experience.

Purpose – To provide classroom teachers with an overview of a range of assessments that can be administered either individually or to a group.

Design/methodology/approach – The chapter is organized from early literacy skill assessments (both individual and group based) to comprehension and standardized tests.

Findings – Provides detailed information on skills required for each element of reading, design of assessment, intended purpose, and process of administration.

Research limitations/implications – This is not an exhaustive list, the authors strove to highlight the most reliable and practical assessments from a large body of possible choices.

Practical implications – This is a valuable source for classroom teachers who are provided with a wide-range of assessment choices covering the breadth of reading skills with extensive details on each.

Originality/value of paper – Teachers need a range of assessments to choose from to make decisions at the individual, class and school level.

We provide a new characterization of the equality of two positive-definite matrices A and B, and we use this to propose several new computationally convenient statistical tests for the equality of two unknown positive-definite matrices. Our primary focus is on testing the information matrix equality (e.g. White, 1982, 1994). We characterize the asymptotic behavior of our new trace-determinant information matrix test statistics under the null and the alternative and investigate their finite-sample performance for a variety of models: linear regression, exponential duration, probit, and Tobit. The parametric bootstrap suggested by Horowitz (1994) delivers critical values that provide admirable level behavior, even in samples as small as n = 50. Our new tests often have better power than the parametric-bootstrap version of the traditional IMT; when they do not, they nevertheless perform respectably.