Comparar métodos

	Difference-in-Differences na Pesquisa em Educação	Método do Controle Sintético (MCS)
Área	Inferência causal	Inferência causal
Família	Regression model	Regression model
Ano de origem	1990s–2000s	2003–2010
Autor original	Dynarski, Card, Angrist, and colleagues — applied in education economics from the 1990s onward	Alberto Abadie & Javier Gardeazabal (2003); Abadie, Diamond & Hainmueller (2010)
Tipo	Quasi-experimental causal inference	Quasi-experimental causal inference
Fonte seminal	Dynarski, S. M. (2003). Does Aid Matter? Measuring the Effect of Student Aid on College Attendance and Completion. American Economic Review, 93(1), 279-288.	Abadie, A., Diamond, A., & Hainmueller, J. (2010). Synthetic Control Methods for Comparative Case Studies: Estimating the Effect of California's Tobacco Control Program. Journal of the American Statistical Association, 105(490), 493-505.
Outros nomes	DiD in education, education DiD, quasi-experimental education design, education policy DiD	SCM, synthetic control, synth estimator, Abadie-Diamond-Hainmueller method
Relacionados	5	4
Resumo	Difference-in-Differences (DiD) in education research applies the classic quasi-experimental DiD estimator to evaluate education policies, programs, and reforms. Researchers compare changes in student, school, or district outcomes between a group exposed to an intervention and a comparable unexposed group across pre- and post-intervention periods, isolating policy effects from background trends.	The Synthetic Control Method estimates the causal effect of a treatment or policy on a single treated unit by constructing a weighted combination of untreated units — the synthetic control — that closely resembles the treated unit before the intervention. The gap between the treated unit and its synthetic counterpart after the intervention is the estimated treatment effect.