Is It Who You Are or Where You Are? Accounting for Compositional Differences in Cross-Site Treatment Effect Variation

IF 1.9 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Benjamin Lu, E. Ben-Michael, A. Feller, Luke W. Miratrix
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引用次数: 2

Abstract

In multisite trials, learning about treatment effect variation across sites is critical for understanding where and for whom a program works. Unadjusted comparisons, however, capture “compositional” differences in the distributions of unit-level features as well as “contextual” differences in site-level features, including possible differences in program implementation. Our goal in this article is to adjust site-level estimates for differences in the distribution of observed unit-level features: If we can reweight (or “transport”) each site to have a common distribution of observed unit-level covariates, the remaining treatment effect variation captures contextual and unobserved compositional differences across sites. This allows us to make apples-to-apples comparisons across sites, parceling out the amount of cross-site effect variation explained by systematic differences in populations served. In this article, we develop a framework for transporting effects using approximate balancing weights, where the weights are chosen to directly optimize unit-level covariate balance between each site and the common target distribution. We first develop our approach for the general setting of transporting the effect of a single-site trial. We then extend our method to multisite trials, assess its performance via simulation, and use it to analyze a series of multisite trials of adult education and vocational training programs. In our application, we find that distributional differences are potentially masking cross-site variation. Our method is available in the balancer R package.
是你是谁还是你在哪里?考虑跨站点处理效果变异的成分差异
在多地点试验中,了解不同地点的治疗效果变化对于了解一个项目在哪里和对谁起作用至关重要。然而,未经调整的比较捕获了单元级特征分布中的“组成”差异,以及站点级特征的“上下文”差异,包括计划实施中的可能差异。我们在本文中的目标是调整观测到的单位水平特征分布差异的站点水平估计:如果我们可以重新加权(或“传输”)每个站点以具有观测到的单位水平协变量的共同分布,则剩余的处理效果变化捕获了站点之间的上下文和未观察到的组成差异。这使我们能够在不同的站点之间进行比较,将服务人群的系统差异所解释的跨站点效应差异的数量分配出来。在本文中,我们开发了一个使用近似平衡权值传输效应的框架,其中权重的选择直接优化每个站点和共同目标分布之间的单位级协变量平衡。我们首先发展我们的方法一般设置运输单点试验的效果。然后,我们将我们的方法扩展到多地点试验,通过模拟评估其性能,并使用它来分析成人教育和职业培训计划的一系列多地点试验。在我们的应用中,我们发现分布差异潜在地掩盖了跨站点的变化。我们的方法在平衡器R包中可用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.40
自引率
4.20%
发文量
21
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.
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