Abstract not found

Abstract not found

This paper proposes empirical likelihood based inference methods for causal effects identified from regression discontinuity designs. We consider both the sharp and fuzzy regression discontinuity designs and treat the regression functions as nonparametric. The proposed inference procedures do

The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expertise in economics, geography and law. Our objective is to study the intersection between the public and private sectors of the economy, and in particular to understand the right way to organise and deliver public services. The Centre aims to develop research, contribute to the public debate and inform policy-making. CMPO, now an ESRC Research Centre was established in 1998 with two large grants from The Leverhulme Trust. In 2004 we were awarded ESRC Research Centre status, and CMPO now combines core funding from both the ESRC and the

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(ii) development of

The attractiveness of the Regression Discontinuity Design (RDD) for the evaluation of social policies rests on its close similarity to a formal experimental design. On the other hand, it is of limited applicability since seldom units are assigned to the treatment group on the basis of pre

Standard sufficient conditions for identification in the regression discontinuity design are continuity of the conditional expectation of counterfactual outcomes in the running variable. These continuity assumptions may not be plausible if agents are able to manipulate the running variable

We consider a regression discontinuity design where the treatment is received if a score is above a cutoff, but the cutoff may vary for each unit in the sample instead of being the same for all units. This multi-cutoff regression discontinuity design is very common in practice, and researchers

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