跳到正文
← 返回论文列表与筛选
阅读说明

本页整理公开书目信息,不生成学术质量评分。AI 解读根据题名及所注明的摘要或原文片段生成,未完成全文核验,可能有误;具体假设、证明与结论请核对原文。摘要保留来源文本,未经模型改写。

DOI 首次登记不等于接收或发表日期。部分更正、评论等条目没有独立摘要;缺少可靠材料时保留待补状态。

本页为预印本版本;arXiv 收录、作者填写的期刊信息以及作者既有发表经历,都不单独证明本篇已接收。作者发表记录按 OpenAlex 身份与完整姓名、本站覆盖期刊 ISSN 及正式卷期核对,只展示已核实例,档案仍可能误合并。

引用量采用 OpenAlex 单条关联记录,不合计多个记录;关联记录可能包含正式发表版本,不等于此版本单独引用。缺失不视为零,引用指标不代表论文质量。

关注作者按书目中的完整姓名匹配,同名和姓名变体需人工辨别。相关论文先按共享细分方向和具体方法排列,再参考通用方法与发表日期。

分类依据与纠错

AI 根据所提供的论文材料归类:摘要直接研究实验与观察数据结合时的选择偏差纠正和处理效应识别。

反馈分类问题

正在核对关联版本…

代码、数据与补充材料

正在核对对应版本的资源…

关注这篇论文的作者
Susan Athey
Raj Chetty
Guido Imbens

利用实验纠正观察性研究中的选择偏差

研究问题
当观察数据同时包含主要与次要结果,而随机实验只观察次要结果时,如何利用实验信息纠正选择偏差并估计主要结果的处理效应?
方法与思路
作者利用次要结果与基于实验处理效应的预测值之差衡量选择偏差,再控制该偏差;识别依赖作者提出的潜在无混杂假设。
材料陈述的贡献
摘要称该假设弱于常用替代结果估计的假设,并报告班级规模减少25%对应高中毕业率提高0.7个百分点的估计结果。
阅读关注点
应核对潜在无混杂的完整定义、实验信息如何迁移至观察样本,以及偏差代理变量的构造和估计误差如何进入最终推断。
阅读边界
依据 arXiv 预印本摘要,不能确认同行评审或期刊接收;所报教育效应是作者估计,摘要不足以检验识别假设与跨样本可比性。

原文摘要

Researchers increasingly have access to two types of data: (i) large observational datasets where treatment (e.g., class size) is not randomized but several primary outcomes (e.g., graduation rates) and secondary outcomes (e.g., test scores) are observed and (ii) experimental data in which treatment is randomized but only secondary outcomes are observed. We develop a new method to estimate treatment effects on primary outcomes in such settings. We use the difference between the secondary outcome and its predicted value based on the experimental treatment effect to measure selection bias in the observational data. Controlling for this estimate of selection bias yields an unbiased estimate of the treatment effect on the primary outcome under a new assumption that we term latent unconfoundedness, which requires that the same confounders affect the primary and secondary outcomes. Latent unconfoundedness weakens the assumptions underlying commonly used surrogate estimators. We apply our estimator to identify the effect of third grade class size on students outcomes. Estimated impacts on test scores using OLS regressions in observational school district data have the opposite sign of estimates from the Tennessee STAR experiment. In contrast, selection-corrected estimates in the observational data replicate the experimental estimates. Our estimator reveals that reducing class sizes by 25% increases high school graduation rates by 0.7 percentage points. Controlling for observables does not change the OLS estimates, demonstrating that experimental selection correction can remove biases that cannot be addressed with standard controls.

笔记与分组