Statistical Power for Estimating Treatment Effects Using Difference-in-Differences and Comparative Interrupted Time Series Estimators With Variation in Treatment Timing
{"title":"Statistical Power for Estimating Treatment Effects Using Difference-in-Differences and Comparative Interrupted Time Series Estimators With Variation in Treatment Timing","authors":"Peter Z. Schochet","doi":"10.3102/10769986211070625","DOIUrl":null,"url":null,"abstract":"This article develops new closed-form variance expressions for power analyses for commonly used difference-in-differences (DID) and comparative interrupted time series (CITS) panel data estimators. The main contribution is to incorporate variation in treatment timing into the analysis. The power formulas also account for other key design features that arise in practice: autocorrelated errors, unequal measurement intervals, and clustering due to the unit of treatment assignment. We consider power formulas for both cross-sectional and longitudinal models and allow for covariates. An illustrative power analysis provides guidance on appropriate sample sizes. The key finding is that accounting for treatment timing increases required sample sizes. Further, DID estimators have considerably more power than standard CITS and ITS estimators. An available Shiny R dashboard performs the sample size calculations for the considered estimators.","PeriodicalId":48001,"journal":{"name":"Journal of Educational and Behavioral Statistics","volume":"47 1","pages":"367 - 405"},"PeriodicalIF":1.9000,"publicationDate":"2021-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational and Behavioral Statistics","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3102/10769986211070625","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 6
Abstract
This article develops new closed-form variance expressions for power analyses for commonly used difference-in-differences (DID) and comparative interrupted time series (CITS) panel data estimators. The main contribution is to incorporate variation in treatment timing into the analysis. The power formulas also account for other key design features that arise in practice: autocorrelated errors, unequal measurement intervals, and clustering due to the unit of treatment assignment. We consider power formulas for both cross-sectional and longitudinal models and allow for covariates. An illustrative power analysis provides guidance on appropriate sample sizes. The key finding is that accounting for treatment timing increases required sample sizes. Further, DID estimators have considerably more power than standard CITS and ITS estimators. An available Shiny R dashboard performs the sample size calculations for the considered estimators.
期刊介绍:
Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.