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Replicating Experimental Impact Estimates Using a Regression Discontinuity Design
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| Presenter(s):
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| Jillian Berk, Mathematica Policy Research, jberk@mathematica-mpr.com
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| Phillip Gleason, Mathematica Policy Research, pgleason@mathematica-mpr.com
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| Alexandra Resch, Mathematica Policy Research, aresch@mathematica-mpr.com
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| Abstract:
This study will generate RD estimates of program impacts using data from two experimental education evaluations for which experimental impact estimates already exist. For each of the two existing evaluations, one of educational technology products and one of Teach for America, we construct an analysis file from the original experimental data file that could have arisen from an RD design. In particular, we choose a baseline characteristic that could plausibly be used to assign individuals to treatment and construct a new sample consisting of treatment students from one side of an arbitrary threshold and control students from the other side of the threshold. With the newly constructed analysis file, we estimate impacts using RD methods and compare these results with the experimental estimate. The study provides evidence on the validity of RD designs and examines the extent to which this validity depends on the specifics of the design.
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An Evaluation of a State-Funded Prekindergarten Program Utilizing a Regression Discontinuity Design
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| Presenter(s):
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| Jamie Coburn, Tennessee Technological University, jamie.coburn@tn.gov
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| George Chitiyo, Tennessee Technological University, gchitiyo@tntech.edu
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| Abstract:
An evaluation of the attendance in public prekindergarten programs and school readiness skills in Tennessee’s schools was examined using both factorial ANOVA and regression discontinuity, taking into account students’ socioeconomic status as measured by their eligibility for free/reduced lunch. Both the regression discontinuity and ANOVA results indicated a significant impact of prekindergarten participation on school readiness skills. Kindergarten students who were from low socioeconomic status and attended prekindergarten had greater gains in school readiness skills than kindergarten students who were not from low socioeconomic backgrounds. Also, students who were eligible for free/reduced lunch and attended prekindergarten performed better than kindergarteners who were eligible for free/reduced lunch and did not attend prekindergarten.
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