Estimation in the Regression Discontinuity Model
By J. Porter. 2003
388 citations recorded by the source corpus.
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- M. D. Cattaneo
- Sebastian Calonico
- R. Titiunik
- Guido W. Imbens
- Luke Keele
- Yingying Dong
- Martin Huber
- Alberto Abadie
Citations in the corpus
- The State of Applied Econometrics - Causality and Policy Evaluation (2016, neutral): “Another example of the use of placebo regressions is Rosenbaum et al. [1987] (see also Heckman and Hotz [1989], Imbens and Rubin [2015]).”
- Regression-Discontinuity Analysis: A Survey of Recent Developments in Economics (2008, methodology): “An alternative approach considered by HTV and Porter (2003) is to estimate the limits in [4] using local polynomial regression (Fan, 1992).”
- Robust Nonparametric Confidence Intervals for Regression‐Discontinuity Designs (2014, methodology): “) Following Hahn, Todd, and van der Klaauw (2001) and Porter (2003), we consider con dence intervals based on the popular local-linear estimator of SRD, which is simply the di¤erence in intercepts of two rst-order local polynomial estimators, one from each side of the threshold.”
- Including Covariates in the Regression Discontinuity Design (2018, methodology): “We therefore apply the method of Racine and Li (2004), which allows for both continuous and discrete regressors by means of product kernels and is implemented in the ‘np’package of Hayfield and Racine (2008).”
- Regression Discontinuity Designs (2021, unknown): “For more details on fuzzy and higher-order derivative estimation and inference see Calonico, Cattaneo, and Titiunik (2014), and Cattaneo, Idrobo, and Titiunik (2021, Section 3) for a practical discussion.”
- Do School Entry Laws Affect Educational Attainment and Labor Market Outcomes (2010, unknown): “11 See Porter (2003) for an additional discussion on the appropriate choice of polynomial order.”
- Mandatory summer school and student achievement (2008, background): “Adapting the notation of Porter (2003), suppose that a student’s achievement outcomes and summer school participation can be expressed in terms of their baseline test score in subject k as”
- Tilted Nonparametric Estimation of Volatility Functions With Empirical Applications (2010, methodology): “Ke-Li XU Department of Economics, Texas A&M University, College Station, TX 77843-4228 (keli.xu@econmail.tamu.edu)”
- Conditional cash transfers and female schooling: the impact of the female school stipend programme on public school enrolments in Punjab, Pakistan (2007, unknown): “( 2001 ) and Porter ( 2003 ) and used in Ludwig and Miller ( 2005 ).”
- Do Payday Loans Cause Bankruptcy? (2019, methodology): “For econometric foundations, see Thistlethwaite and Campbell (1960), Hahn, Todd and der Klaauw (2001), Porter (2003) and McCrary (2008).”
- Threshold Regression with Endogeneity (2017, unknown): “This assumption is important in deriving the asymptotic distribution of the IDKE of γ ; see Appendix A of Porter and Yu (2015) for some related discussion in the DKE case.”
- Weak Identification in Fuzzy Regression Discontinuity Designs (2016, unknown): “A few examples include Hahn, Todd, and Van der Klaauw (1999, 2001); Porter (2003); Buddelmeyer and Skoufias (2004); McCrary (2008); Frölich (2007); Frölich and Melly (2008); Otsu, Xu, and Matsushita (2015); Imbens and Kalyanaraman (2012); Calonico, Cattaneo, and Titiunik (2014); Arai and Ichimura…”
- External Validity in Fuzzy Regression Discontinuity Designs (2019, unknown): “We follow the widely used Rubin Causal Model or Potential Outcome setup extended to the FRD by HTV. Recent theoretical contributions include Porter (2003), McCrary (2008), Imbens and Kalyanaraman (2012), Calonico, Cattaneo, and Titiunik (2014, 2015), Dong and Lewbel (2015), Dong (2018), Bertanha…”
- Evidence of a Local Incumbency Advantage (2011, background): “…long as there is some element of randomness to the score on the continuous dimension at the threshold (e.g., children do not have precise control over their IQ score), then the gap in outcomes really will represent the causal effect of the treatment even if the score that determines treatment…”