Comparer des méthodes

	Modèle de régression par discontinuité en recherche sur l'éducation	Méthode des variables instrumentales (VI) pour l'inférence causale
Domaine	Inférence causale	Économie de la santé
Famille	Regression model	Process / pipeline
Année d'origine	1960 (origination); 1999-2010 (education economics canon)	1990s (modern applications)
Auteur d'origine	Thistlethwaite & Campbell (1960); popularized in education economics by Angrist & Lavy (1999), Lee & Lemieux (2010)	Angrist & Pischke (applied econometrics); rooted in econometric theory
Type	Quasi-experimental causal inference	Method
Source fondatrice	Lee, D. S., & Lemieux, T. (2010). Regression discontinuity designs in economics. Journal of Economic Literature, 48(2), 281-355.	Angrist, J. D., & Pischke, J. S. (2009). Mostly Harmless Econometrics: An Empiricist's Companion. Princeton: Princeton University Press.
Alias	RDD in education, education RD design, sharp RDD education, score-cutoff design	IV, two-stage least squares, TSLS, causal estimation
Apparentées	5	3
Résumé	Regression discontinuity design (RDD) in education research exploits a score-based eligibility cutoff — such as a test score threshold, GPA requirement, or age cutoff — to estimate the causal effect of a program, intervention, or policy on student or school outcomes. Units just below and just above the cutoff are treated as near-randomly assigned, enabling credible causal inference without a randomized trial.	Instrumental variables (IV) is an econometric method to estimate causal effects when treatment or exposure is not randomly assigned and confounding is severe or unmeasured. IV relies on a third variable (instrument) that influences treatment but does not directly affect the outcome, allowing researchers to isolate the causal effect from the noise of confounding. Developed extensively in econometrics (Angrist & Pischke, 1990s–2000s), IV methods are increasingly used in health economics and health services research to leverage natural experiments and policy changes.