A Nonparametric Estimator for Local Quantile Treatment Effects in the Regression Discontinuity Design

Author(s):  
Brigham R. Frandsen

2020 ◽  
Vol 36 (6) ◽  
pp. 1167-1191
Author(s):  
Heng Chen ◽  
Harold D. Chiang ◽  
Yuya Sasaki

The literature on regression kink designs develops identification results for average effects of continuous treatments (Nielsen et al., 2010, American Economic Journal: Economic Policy 2, 185–215; Card et al., 2015, Econometrica 83, 2453–2483), average effects of binary treatments (Dong, 2018, Jump or Kink? Identifying Education Effects by Regression Discontinuity Design without the Discontinuity), and quantile-wise effects of continuous treatments (Chiang and Sasaki, 2019, Journal of Econometrics 210, 405–433), but there has been no identification result for quantile-wise effects of binary treatments to date. In this article, we fill this void in the literature by providing an identification of quantile treatment effects in regression kink designs with binary treatment variables. For completeness, we also develop large sample theories for statistical inference, present a practical guideline on estimation and inference, conduct simulation studies, and provide an empirical illustration.



2012 ◽  
Vol 168 (2) ◽  
pp. 382-395 ◽  
Author(s):  
Brigham R. Frandsen ◽  
Markus Frölich ◽  
Blaise Melly


Econometrica ◽  
2001 ◽  
Vol 69 (1) ◽  
pp. 201-209 ◽  
Author(s):  
Jinyong Hahn ◽  
Petra Todd ◽  
Wilbert Klaauw


2013 ◽  
Vol 5 (3) ◽  
pp. 41-62 ◽  
Author(s):  
Harounan Kazianga ◽  
Dan Levy ◽  
Leigh L Linden ◽  
Matt Sloan

We evaluate a “girl-friendly” primary school program in Burkina Faso using a regression discontinuity design. After 2.5 years, the program increased enrollment by 19 percentage points and increased test scores by 0.41 standard deviations. For those caused to attend school, scores increased by 2.2 standard deviations. Girls' enrollment increased by 5 percentage points more than boys' enrollment, but they experienced the same increase in test scores as boys. The unique characteristics of the schools are responsible for increasing enrollment by 13 percentage points and test scores by 0.35 standard deviations. They account for the entire difference in the treatment effects by gender. (JEL I21, I28, J16, O15)







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