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Some scholars build models to classify documents into chosen categories. Others, especially social scientists who tend to focus on population characteristics, instead usually estimate the proportion of documents in each category -- using either parametric "classify-and-count" methods or "direct" nonparametric estimation of proportions without individual classification. Unfortunately, classify-and-count methods can be highly model dependent or generate more bias in the proportions even as the percent of documents correctly classified increases. Direct estimation avoids these problems, but can suffer when the meaning of language changes between training and test sets or is too similar across categories. We develop an improved direct estimation approach without these issues by including and optimizing continuous text features, along with a form of matching adapted from the causal inference literature. Our approach substantially improves performance in a diverse collection of 73 data sets. We also offer easy-to-use software software that implements all ideas discussed herein.

We are grateful to DeFord et al. for the continued attention to our work and the crucial issues of fair representation in democratic electoral systems. Our response (Katz, King, and Rosenblatt, forthcoming) was designed to help readers avoid being misled by mistaken claims in DeFord et al. (forthcoming-a), and does not address other literature or uses of our prior work. As it happens, none of our corrections were addressed (or contradicted) in the most recent submission (DeFord et al., forthcoming-b).

We also offer a recommendation regarding DeFord et al.’s (forthcoming-b) concern with how expert witnesses, consultants, and commentators should present academic scholarship to academic novices, such as judges, public officials, the media, and the general public. In these public service roles, scholars attempt to translate academic understanding of sophisticated scholarly literatures, technical methodologies, and complex theories for those without sufficient background in social science or statistics.
 

When word processors were first introduced into the workplace, they turned scholars into typists. But they also improved our work: Turnaround time for new drafts dropped from days to seconds. Rewriting became easier and more common, and our papers, educational efforts, and research output improved. I discuss the advantages of and mechanisms for doing the same with do-it-yourself video recordings of research talks and class lectures, so that they may become a fully respected channel for scholarly output and education, alongside books and articles. I consider innovations in video design to optimize education and communication, along with technology to make this change possible.

Excerpts of this paper appeared in Political Science Today (Vol. 1, No. 3, August 2021: Pp.5-6, copy here) and in APSAEducate. See also my recorded videos here.