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ERIC Number: EJ1068582
Record Type: Journal
Publication Date: 2015
Pages: 32
Abstractor: As Provided
ISSN: ISSN-1934-5747
Distributional Analysis in Educational Evaluation: A Case Study from the New York City Voucher Program
Bitler, Marianne; Domina, Thurston; Penner, Emily; Hoynes, Hilary
Journal of Research on Educational Effectiveness, v8 n3 p419-450 2015
We use quantile treatment effects estimation to examine the consequences of the random-assignment New York City School Choice Scholarship Program across the distribution of student achievement. Our analyses suggest that the program had negligible and statistically insignificant effects across the skill distribution. In addition to contributing to the literature on school choice, the article illustrates several ways in which distributional effects estimation can enrich educational research: First, we demonstrate that moving beyond a focus on mean effects estimation makes it possible to generate and test new hypotheses about the heterogeneity of educational treatment effects that speak to the justification for many interventions. Second, we demonstrate that distributional effects can uncover issues even with well-studied data sets by forcing analysts to view their data in new ways. Finally, such estimates highlight where in the overall national achievement distribution test scores of children exposed to particular interventions lie; this is important for exploring the external validity of the intervention's effects.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey; Iowa Tests of Basic Skills
IES Funded: Yes
Grant or Contract Numbers: P01HD065704; R305B130017