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| 教育研究中的回归断点设计× | 模糊回归断点设计× | |
|---|---|---|
| 领域 | 因果推断 | 因果推断 |
| 方法族 | Regression model | Regression model |
| 起源年份≠ | 1960 (origination); 1999-2010 (education economics canon) | 2001 |
| 提出者≠ | Thistlethwaite & Campbell (1960); popularized in education economics by Angrist & Lavy (1999), Lee & Lemieux (2010) | Hahn, Todd & van der Klaauw |
| 类型 | Quasi-experimental causal inference | Quasi-experimental causal inference |
| 开创性文献≠ | Lee, D. S., & Lemieux, T. (2010). Regression discontinuity designs in economics. Journal of Economic Literature, 48(2), 281-355. DOI ↗ | 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. DOI ↗ |
| 别名 | RDD in education, education RD design, sharp RDD education, score-cutoff design | Fuzzy RD, Fuzzy RDD, Fuzzy RD Design, Imperfect RDD |
| 相关 | 5 | 5 |
| 摘要≠ | 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. |
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