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Standards for Regression Discontinuity Designs

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Title: Standards for Regression Discontinuity Designs
Language: English
Authors: Schochet, P., Cook, T., Deke, J., Imbens, G., Lockwood, J. R., Porter, J., Smith, J., What Works Clearinghouse (ED)
Source: What Works Clearinghouse. 2010.
Availability: What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2010
Document Type: Reports - Descriptive
Descriptors: Educational Research, Intervention, Matched Groups, Bias, Computation, Scores, Regression (Statistics), Context Effect, Research Methodology, Standards, Documentation, Technical Writing, Clearinghouses, Criteria
Abstract: Regression discontinuity (RD) designs are increasingly used by researchers to obtain unbiased estimates of the effects of education-related interventions. These designs are applicable when a continuous "scoring" rule is used to assign the intervention to study units (for example, school districts, schools, or students). Under an RD design, the effect on an intervention can be estimated as the difference in mean outcomes between treatment and comparison group units, adjusting statistically for the relationship between the outcomes and the variable used to assign units to the intervention, typically referred to as the "forcing" or "assignment" variable. This document presents criteria under RD designs "Meet WWC Evidence Standards" and "Meet WWC Evidence Standards with Reservations," and which are used as basis in assessing whether a study qualifies as an RD study. (Contains 1 footnote.)
Abstractor: ERIC
EIS Cited: ED531423, ED532017, ED560820
Entry Date: 2010
Accession Number: ED510742
Database: ERIC
FullText Text:
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  Data: What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
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  Data: Regression discontinuity (RD) designs are increasingly used by researchers to obtain unbiased estimates of the effects of education-related interventions. These designs are applicable when a continuous "scoring" rule is used to assign the intervention to study units (for example, school districts, schools, or students). Under an RD design, the effect on an intervention can be estimated as the difference in mean outcomes between treatment and comparison group units, adjusting statistically for the relationship between the outcomes and the variable used to assign units to the intervention, typically referred to as the "forcing" or "assignment" variable. This document presents criteria under RD designs "Meet WWC Evidence Standards" and "Meet WWC Evidence Standards with Reservations," and which are used as basis in assessing whether a study qualifies as an RD study. (Contains 1 footnote.)
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