{"id":3084,"date":"2020-02-05T12:25:23","date_gmt":"2020-02-05T17:25:23","guid":{"rendered":"https:\/\/sites.williams.edu\/cdealumniresources\/?page_id=3084"},"modified":"2021-06-26T19:16:10","modified_gmt":"2021-06-26T23:16:10","slug":"cross-country-data","status":"publish","type":"page","link":"https:\/\/sites.williams.edu\/cdealumniresources\/home\/training-research-and-resources\/other-resources-and-skills\/data-sources\/cross-country-data\/","title":{"rendered":"Cross-Country Data"},"content":{"rendered":"\n<h2>\n\t\tCross-Country Data Resources\n\t<\/h2>\n\t<p>These are some of our go-to websites for the data behind cross-country comparisons.<\/p>\n<p>If there are datasets you suspect are open to the Williams community but no longer to you after you&#8217;ve graduated, it doesn&#8217;t hurt to reach out to a professor or administrator to see if they have ideas on how to help you get access.<\/p>\n<p>If there are any cross-country datasets you think should be up here, let us know by emailing crl2 (at) williams (dot) edu, and we&#8217;ll put it right up!<\/p>\n\t<p>Data sources recommended by the Williams College Economics Department<\/p>\n<p>(taken directly from <a href=\"https:\/\/econ.williams.edu\/online-resources\/#directories\">the Department website<\/a>)<\/p>\n<ul>\n<li><a href=\"https:\/\/www.data.gov\/\">Data.gov<\/a>. A searchable repository of over 180,000 data sets produced by U.S. government executive branch agencies.<\/li>\n<li><a href=\"https:\/\/www.nber.org\/data\/\">NBER data page<\/a>.<\/li>\n<li><a href=\"http:\/\/rfe.org\/showCat.php?cat_id=2\">&#8220;Resources for Economists on the Internet&#8221; Data Page<\/a>.<\/li>\n<li><a href=\"http:\/\/www.icpsr.umich.edu\/\">Inter-University Consortium for Political and Social Research (ICPSR)<\/a>.\u00a0 Williams College has a subscription to ICPSR, which gives us access to a very large number of important data sets through the ICPSR web site.\u00a0 You will need to register to use the data there, but it is free. ICPSR has both a large collection of raw data sets useful for economic research, as well as a &#8220;Publication Related Archive&#8221; that has hundreds of data sets used in published articles that could be used for a replication exercise.<\/li>\n<li><a href=\"http:\/\/thedata.org\/\">The Dataverse Network<\/a>.\u00a0A\u00a0web project\u00a0that provides access to a large number of data sets that have been used in academic research articles, including many economics-related data sets.\n<ul>\n<li><a href=\"http:\/\/dvn.iq.harvard.edu\/dvn\/\">Harvard IQSS Dataverse Network<\/a>.<\/li>\n<\/ul>\n<\/li>\n<li><a href=\"http:\/\/post.queensu.ca\/~lehrers\/econlink.htm\">Steven Lehrer&#8217;s &#8220;Links for Economists.&#8221;<\/a> Includes links a wide variety of sources of data and research-related resources.<\/li>\n<li><a href=\"http:\/\/lib.stat.cmu.edu\/DASL\">Data and Story Library<\/a> &#8211; Online library of data files and stories that illustrate the use of basic statistics methods with real-world examples.<\/li>\n<\/ul>\n\t\n<ul>\n<li>OWID brings together a medley of resources on a variety of topics. Directly on the web site, you can see line graphs, scatter plots, maps, and other visualizations of the data.<\/li>\n<li>Data underlying all graphs is available for download<\/li>\n<\/ul>\n\t\t\t<a href=\"#\" id=\"fl-accordion--label-0\" tabindex=\"0\">Includes data on a vast array of topics (click to expand)<\/a>\n\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-0\" tabindex=\"0\"><i>Expand<\/i><\/a>\n\t\t<p>Health<\/p>\n<ul>\n<li>Life expectancy<\/li>\n<li>Child and infant mortality<\/li>\n<li>Maternal mortality<\/li>\n<li>Global health<\/li>\n<li>Causes of death<\/li>\n<li>Burden of disease<\/li>\n<li>Cancer<\/li>\n<li>Mental health<\/li>\n<li>Suicide<\/li>\n<li>Infectious diseases\n<ul>\n<li>HIV\/AIDS<\/li>\n<li>Malaria<\/li>\n<li>Disease eradication<\/li>\n<li>Diarrheal diseases<\/li>\n<li>Smallpox<\/li>\n<li>Polio<\/li>\n<li>Pneumonia<\/li>\n<li>Tetanus<\/li>\n<\/ul>\n<\/li>\n<li>Health Risks\n<ul>\n<li>Air pollution<\/li>\n<li>Outdoor air pollution<\/li>\n<li>Indoor air pollution<\/li>\n<li>Obesity<\/li>\n<li>Smoking<\/li>\n<li>Alcohol consumption<\/li>\n<li>Drug use<\/li>\n<li>Opioids, cocaine, cannabis, and illicit drugs<\/li>\n<\/ul>\n<\/li>\n<li>Health institutions and interventions\n<ul>\n<li>Financing healthcare<\/li>\n<li>Vaccination<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Demographic Change<\/p>\n<ul>\n<li>Population change\n<ul>\n<li>World population growth<\/li>\n<li>Future population growth<\/li>\n<li>Age structure<\/li>\n<li>Gender ratio<\/li>\n<\/ul>\n<\/li>\n<li>Life and death\n<ul>\n<li>Life expectancy<\/li>\n<li>Child and infant mortality<\/li>\n<li>Fertility rate<\/li>\n<\/ul>\n<\/li>\n<li>Distribution of the world population\n<ul>\n<li>Urbanization<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Food and Agriculture<\/p>\n<ul>\n<li>Nutrition\n<ul>\n<li>Hunger and undernourishment<\/li>\n<li>Famines<\/li>\n<li>Food supply<\/li>\n<li>Human height<\/li>\n<li>Micronutrient deficiency<\/li>\n<li>Diet compositions<\/li>\n<li>Food prices<\/li>\n<li>Obesity<\/li>\n<li>Alcohol consumption<\/li>\n<\/ul>\n<\/li>\n<li>Food production\n<ul>\n<li>Environmental impacts of food production<\/li>\n<li>Crop yields<\/li>\n<li>Meat and dairy production<\/li>\n<li>Seafood production<\/li>\n<\/ul>\n<\/li>\n<li>Agricultural inputs\n<ul>\n<li>Employment in agriculture<\/li>\n<li>Land use<\/li>\n<li>Fertilizers<\/li>\n<li>Pesticides<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Education and Knowledge<\/p>\n<ul>\n<li>Global education<\/li>\n<li>Intelligence<\/li>\n<li>Projections of future education<\/li>\n<li>Educational outcomes\n<ul>\n<li>Literacy<\/li>\n<li>Quality of education<\/li>\n<li>Returns to education<\/li>\n<\/ul>\n<\/li>\n<li>Access to education\n<ul>\n<li>Pre-primary education<\/li>\n<li>Primary and secondary education<\/li>\n<li>Tertiary education<\/li>\n<\/ul>\n<\/li>\n<li>Inequality in education\n<ul>\n<li>Educational mobility and inequality<\/li>\n<\/ul>\n<\/li>\n<li>Inputs to education\n<ul>\n<li>Financing education<\/li>\n<li>Teachers and professors<\/li>\n<\/ul>\n<\/li>\n<li>Media\n<ul>\n<li>Books<\/li>\n<li>Internet<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Energy and Environment<\/p>\n<ul>\n<li>Air and Climate\n<ul>\n<li>CO2 and Greenhouse gas emissions<\/li>\n<li>Air pollution<\/li>\n<li>Outdoor air pollution<\/li>\n<li>Indoor air pollution<\/li>\n<li>Ozone layer<\/li>\n<\/ul>\n<\/li>\n<li>Energy\n<ul>\n<li>Access to energy<\/li>\n<li>Energy<\/li>\n<li>Renewable energy<\/li>\n<li>Fossil fuels<\/li>\n<\/ul>\n<\/li>\n<li>Land and ecosystems\n<ul>\n<li>Environmental impacts of food production<\/li>\n<li>Forests<\/li>\n<li>Land use<\/li>\n<li>Natural disasters<\/li>\n<\/ul>\n<\/li>\n<li>Waste\n<ul>\n<li>Plastic pollution<\/li>\n<li>Oil spills<\/li>\n<\/ul>\n<\/li>\n<li>Water\n<ul>\n<li>Clean water<\/li>\n<li>Sanitation<\/li>\n<li>Water use and stress<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Innovation and technological change<\/p>\n<ul>\n<li>Technological progress<\/li>\n<li>Technology adoption<\/li>\n<\/ul>\n<p>Poverty and Economic Development<\/p>\n<ul>\n<li>Poverty and Prosperity\n<ul>\n<li>Economic Growth<\/li>\n<li>Global extreme poverty<\/li>\n<\/ul>\n<\/li>\n<li>Economic inequality\n<ul>\n<li>Income inequality<\/li>\n<li>Economic inequality by gender<\/li>\n<li>Global economic inequality<\/li>\n<\/ul>\n<\/li>\n<li>Labor\n<ul>\n<li>Child labor<\/li>\n<li>Working hours<\/li>\n<li>Women&#8217;s employment<\/li>\n<\/ul>\n<\/li>\n<li>Public Sector\n<ul>\n<li>Government spending<\/li>\n<li>Taxation<\/li>\n<li>Military spending<\/li>\n<li>Financing healthcare<\/li>\n<li>Financing education<\/li>\n<\/ul>\n<\/li>\n<li>Corruption<\/li>\n<\/ul>\n<p>Living conditions, community, and well-being<\/p>\n<ul>\n<li>Happiness and life satisfaction<\/li>\n<li>Human Development Index (HDI)<\/li>\n<li>Child labor<\/li>\n<li>Working hours<\/li>\n<li>Urbanization<\/li>\n<li>Tourism<\/li>\n<li>Culture\n<ul>\n<li>Optimism and pessimism<\/li>\n<li>Trust<\/li>\n<\/ul>\n<\/li>\n<li>Housing\n<ul>\n<li>Access to energy<\/li>\n<li>Clean water<\/li>\n<li>Homelessness<\/li>\n<li>Indoor air pollution<\/li>\n<li>Light at night<\/li>\n<li>Sanitation<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Human rights and democracy<\/p>\n<ul>\n<li>Democracy<\/li>\n<li>Violence against children and children&#8217;s rights<\/li>\n<li>Economic inequality by gender<\/li>\n<li>Corruption<\/li>\n<li>Human rights<\/li>\n<\/ul>\n<p>Violence and War<\/p>\n<ul>\n<li>Violence\n<ul>\n<li>Violence against children and children&#8217;s rights<\/li>\n<li>Homicides<\/li>\n<li>Ethnographic and archaeological evidence on violent deaths<\/li>\n<\/ul>\n<\/li>\n<li>War and Peace\n<ul>\n<li>Military spending<\/li>\n<li>Terrorism<\/li>\n<li>Nuclear weapons<\/li>\n<li>Peacekeeping<\/li>\n<li>Genocides<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\t\n<ul>\n<li>Version 9.1 is &#8220;a database with information on relative levels of income, output, input and productivity, covering 182 countries between 1950 and 2017.&#8221;<\/li>\n<li>Available in Excel and Stata format, as well as through online visualizations<\/li>\n<\/ul>\n\t<p><a href=\"https:\/\/datacatalog.worldbank.org\/dataset\/world-development-indicators\">The World Development Indicators<\/a> (WDI)<\/p>\n<ul>\n<li>Includes annual data on 217 economies from 1960 to 2019<\/li>\n<\/ul>\n\t\t\t<a href=\"#\" id=\"fl-accordion--label-0\" tabindex=\"0\">View topics (click to expand)<\/a>\n\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-0\" tabindex=\"0\"><i>Expand<\/i><\/a>\n\t\t<ul>\n<li>Agriculture and Food Security<\/li>\n<li>Climate Change<\/li>\n<li>Economic Growth<\/li>\n<li>Education<\/li>\n<li>Energy and Extractives<\/li>\n<li>Environment and Natural Resources<\/li>\n<li>Financial Sector Development<\/li>\n<li>Gender<\/li>\n<li>Health, Nutrition and Population<\/li>\n<li>Macroeconomic Vulnerability and Debt<\/li>\n<li>Poverty<\/li>\n<li>Private Sector Development<\/li>\n<li>Public Sector Management<\/li>\n<li>Social Development<\/li>\n<li>Social Protection and Labor<\/li>\n<li>Trade<\/li>\n<li>Urban Development<\/li>\n<\/ul>\n\t\n<ul>\n<li>The OEC brings together trade data for much of the world and many trade products<\/li>\n<li>Includes imports and exports<\/li>\n<li>Also has visualizations like graphs, charts, and maps, from which you can download the underlying data<\/li>\n<li><a href=\"https:\/\/comtrade.un.org\/\">Much of the data are from the UN Comtrade database<\/a><\/li>\n<\/ul>\n\t\n<ul>\n<li>Includes cross-country data on the broad themes of:\n<ul>\n<li>Education<\/li>\n<li>SDG 4 (Sustainable Development Goals 4)<\/li>\n<li>Science, Technology, and Innovation<\/li>\n<li>Culture<\/li>\n<li>Communication and Information<\/li>\n<li>Demographic and Socio-Economic<\/li>\n<\/ul>\n<\/li>\n<li><a href=\"https:\/\/www.google.com\/url?sa=t&amp;rct=j&amp;q=&amp;esrc=s&amp;source=web&amp;cd=2&amp;ved=2ahUKEwjz1smOwfLnAhURTt8KHdL1CT4QFjABegQIARAB&amp;url=http%3A%2F%2Fdata.uis.unesco.org%2FModalHelp%2FOECD%2FWBOS%2520User%2520Guide%2520(EN).PDF&amp;usg=AOvVaw2fT50OA8kRiUvTcTLGlPuy\">Data user guide here<\/a><\/li>\n<li><a href=\"http:\/\/uis.unesco.org\/sites\/default\/files\/documents\/uis-data-dictionary-education-statistics.xlsx\" target=\"_blank\" rel=\"noopener\">Data Dictionary here<\/a><\/li>\n<\/ul>\n\t\t\t<a href=\"#\" id=\"fl-accordion--label-0\" tabindex=\"0\">View topic details (click to expand)<\/a>\n\t\t\t\t\t\t\t<a href=\"#\" id=\"fl-accordion--icon-0\" tabindex=\"0\"><i>Expand<\/i><\/a>\n\t\t<ul>\n<li>Education\n<ul>\n<li>Out-of-school children<\/li>\n<li>Entry<\/li>\n<li>Participation<\/li>\n<li>Progression<\/li>\n<li>Completion<\/li>\n<li>Literacy<\/li>\n<li>Educational Attainment<\/li>\n<li>International student mobility in tertiary education<\/li>\n<li>Human resources<\/li>\n<li>Financial resources<\/li>\n<li>School resources and teaching conditions<\/li>\n<li>School resources and teaching conditions (Africa only)<\/li>\n<li>Adult education (Latin America and the Caribbean only)<\/li>\n<li>Disparities in teacher&#8217;s training, deployment, characteristics and working conditions at sub-national levels (East and South West Asia only)<\/li>\n<li>Population<\/li>\n<li>Education System<\/li>\n<\/ul>\n<\/li>\n<li>SDG 4\n<ul>\n<li>Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes<\/li>\n<li>Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education<\/li>\n<li>Target 4.3: By 2030, ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university<\/li>\n<li>Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship<\/li>\n<li>Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations<\/li>\n<li>Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy<\/li>\n<li>Target 4.7: By 2030, ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture&#8217;s contribution to sustainable development<\/li>\n<li>Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all<\/li>\n<li>Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training, information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries<\/li>\n<li>Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States<\/li>\n<\/ul>\n<\/li>\n<li>Science, Technology, and Innovation\n<ul>\n<li>Research and Experimental Development\n<ul>\n<li>Human resources in research and development (R&amp;D)<\/li>\n<\/ul>\n<\/li>\n<li>Innovation<\/li>\n<\/ul>\n<\/li>\n<li>Culture\n<ul>\n<li>Cultural employment<\/li>\n<li>Feature films<\/li>\n<li>International trade in cultural goods<\/li>\n<\/ul>\n<\/li>\n<li>Communication and Information\n<ul>\n<li>Information and communication technology in education<\/li>\n<li>Pilot media survey 2011-2012<\/li>\n<li>Global media survey 2005-2006<\/li>\n<li>Library statistics 1996-2000<\/li>\n<\/ul>\n<\/li>\n<li>Demographic and Socioeconomic Indicators\n<ul>\n<li>Including fertility, mortality statistics<\/li>\n<li>Including GDP, income, debt service statistics<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\t\t\t<a href=\"https:\/\/sites.williams.edu\/cdealumniresources\/home\/resources\/data-sources\/\" target=\"_self\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tGo back to All Data\n\t\t\t\t\t<\/a>\n\n","protected":false},"excerpt":{"rendered":"<p>Cross-Country Data Resources These are some of our go-to websites for the data behind cross-country comparisons. If there are datasets you suspect are open to the Williams community but no longer to you after you&#8217;ve graduated, it doesn&#8217;t hurt to reach out to a professor or administrator to see if they have ideas on how&hellip;<\/p>\n","protected":false},"author":2197,"featured_media":0,"parent":2968,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-3084","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sites.williams.edu\/cdealumniresources\/wp-json\/wp\/v2\/pages\/3084","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.williams.edu\/cdealumniresources\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.williams.edu\/cdealumniresources\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.williams.edu\/cdealumniresources\/wp-json\/wp\/v2\/users\/2197"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.williams.edu\/cdealumniresources\/wp-json\/wp\/v2\/comments?post=3084"}],"version-history":[{"count":14,"href":"https:\/\/sites.williams.edu\/cdealumniresources\/wp-json\/wp\/v2\/pages\/3084\/revisions"}],"predecessor-version":[{"id":5372,"href":"https:\/\/sites.williams.edu\/cdealumniresources\/wp-json\/wp\/v2\/pages\/3084\/revisions\/5372"}],"up":[{"embeddable":true,"href":"https:\/\/sites.williams.edu\/cdealumniresources\/wp-json\/wp\/v2\/pages\/2968"}],"wp:attachment":[{"href":"https:\/\/sites.williams.edu\/cdealumniresources\/wp-json\/wp\/v2\/media?parent=3084"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}