เปรียบเทียบวิธี

	Regression discontinuity design in education research	การออกแบบการถดถอยแบบไม่ต่อเนื่องแบบฟัซซี
สาขาวิชา	การอนุมานเชิงสาเหตุ	การอนุมานเชิงสาเหตุ
ตระกูล	Regression model	Regression model
ปีกำเนิด	1960 (origination); 1999-2010 (education economics canon)	2001
ผู้ริเริ่ม	Thistlethwaite & Campbell (1960); popularized in education economics by Angrist & Lavy (1999), Lee & Lemieux (2010)	Hahn, Todd & van der Klaauw
ประเภท	Quasi-experimental causal inference	Quasi-experimental causal inference
แหล่งต้นตำรับ	Lee, D. S., & Lemieux, T. (2010). Regression discontinuity designs in economics. Journal of Economic Literature, 48(2), 281-355.	Hahn, J., Todd, P., & van der Klaauw, W. (2001). Identification and Estimation of Treatment Effects with a Regression-Discontinuity Design. Review of Economic Studies, 68(1), 201-209.
ชื่อเรียกอื่น	RDD in education, education RD design, sharp RDD education, score-cutoff design	Fuzzy RD, Fuzzy RDD, Fuzzy RD Design, Imperfect RDD
ที่เกี่ยวข้อง	5	5
สรุป	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.	Fuzzy Regression Discontinuity Design (Fuzzy RDD) estimates causal effects when eligibility for a treatment is determined by a threshold on a running variable but actual take-up of that treatment is imperfect — some eligible units do not receive treatment and some ineligible units do. The cutoff acts as an instrument, and the estimand is a Local Average Treatment Effect (LATE) for compliers near the threshold.