Regression discontinuity design exploiting oversubscription rationing of SEdS¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The study's identification strategy exploits a program rule: oversubscribed districts must serve the lowest-achieving eligible applicants first, and districts use "a continuous measure of prior academic achievement to determine which eligible applicants will be offered services." This creates a cutoff around which offered and non-offered students are comparable, enabling impact estimation without random assignment.

Design Implications¶

Context¶

Requirements¶

• A district where SEdS are oversubscribed, so that eligibility alone does not guarantee an offer
• A continuous measure of prior academic achievement used to rank applicants

Constraints¶

• Estimates are local to the achievement cutoff and apply to oversubscribed districts in Florida, Ohio, and Connecticut

Target Learners¶

• low-income students in low-performing schools

Target Learning Goals¶

• academic achievement as measured by test scores

Claims¶

• Offering SES to eligible applicants near the cutoff in oversubscribed districts has no statistically significant impact on reading or math achievement [+W]

Related Elements¶

• SES provider landscape and service delivery characteristics in oversubscribed districts
• Supplemental Educational Services (SEdS) under No Child Left Behind
• Regression discontinuity design applied to NCLB AYP thresholds in Title I schools
• Waitlist-cutoff research design using administrative course registration data

Examples¶

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Key Sources¶

• John Deke, Brian Gill, Lisa Dragoset, Karen Bogen. (2014). Effectiveness of Supplemental Educational Services. Journal of Research on Educational Effectiveness, vol. 7, no. 2. https://www.mathematica.org/publications/effectiveness-of-supplemental-educational-services