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21.Technical Dif in Dif Premand Holla ENG PP

Feb 22, 2018

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    www.worldbank.org/hdchiefeconomist

    TheWorldBank

    HumanDevelopment

    Network

    Spanishmpact

    !valuation"und

    www.worldbank.org/hdchiefeconomist

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    DIFFERENCE

    S

    This material constitutes supporting material for the #mpact !valuation in $ractice# book. This additional material is made freel% but please acknowledge its use as follows& 'ertler( $. ).* +artine,( S.( $remand( $.( -awlings( . B. and hristel +. ). 0ermeersch(1232( mpact !valuation in $ractice& 4ncillar% +aterial( The World Bank( Washington D 5www.worldbank.org/ieinpractice6. The content of this presentation re7ects the views of the authors and not necessaril% those of the World Bank.

    Technical Track Session III

    IN

    &PANELDATA

    DIFFERENCE

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    Structure of this session

    When do we use Di8erences9in9Di8erences: (Dif-in-Dif or DD)

    !stimation strateg%& ; wa%s to lookat DD

    !

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    When do we use DD3

    We can=t alwa%s randomi,e!.g. !stimating the impact of a >past? program

    4s alwa%s( we need to identif%o which is the group a8ected b% the polic% change

    (treatment), ando which is the group that is not a8ected (comparison)

    We can tr% to @nd a >natural e

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    ! wa"s to looks atDD

    1

    n a Bo< 'raphicall%

    n a-egression

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    The box#rou$ a%ected "

    the $olic" chan'e(treatment)

    #rou$ that is not

    a%ected " the$olic" chan'e(comparison)

    4fter theprogram start

    Y1 (ui) | Di=1 Y1 (ui) | Di=0

    Before theprogram start

    Y0 (ui) | Di=1 Y0 (ui) | Di=0

    (Y1|D=1)-(Y0|

    D=1)

    (Y1|D=0)-(Y0|

    D=0)

    DD=(Y1|D=1)-(Y0|D=1)! - (Y1|D=0)-(Y0|

    D=0)!

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    Graphically

    Dutcome

    0ariable

    Y0 | Di=1

    Y1| Di=0Y0 | Di=0

    TE2 TE3 Time

    !nrolled

    Not

    enrolled

    !stimated

    4T!

    Y1 | Di=1

    DD=(Y1|D=1)-(Y

    0|D=1)! - (Y

    1|D=0)-(Y

    0|

    =

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    Re'ression (for ) ti*e$eriods+

    1

    0

    1

    0

    1 0 1 0

    .1( 1) .1( 1) .1( 1).1( 1)

    ( | 1) ???

    ( | 1) ???

    ( | 0) ???

    ( | 0) ???

    ( ( | 1) ( | 1)) ( ( | 0) ( | 0)) ???

    it i i it

    i i

    i i

    i i

    i i

    i i i i i i i i

    Y t D t D

    E Y D

    E Y D

    E Y D

    E Y D

    DD E Y D E Y D E Y D E Y D

    = + = + = + = = +

    = =

    = =

    = =

    = =

    = = = = ==

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    Re'ression (for ) ti*e$eriods+

    1 1

    0 0

    1 1

    0

    .1( 1) .1( 1) .1( 1).1( 1)

    ( | 1) .1 .1 .1.1 ( | 1)

    ( | 1) .0 .1 .0.1 ( | 1)

    ( | 0) .1 .0 .1.0 ( | 0)

    ( | 0) .0 .1

    it i i it

    i i i i

    i i i i

    i i i i

    i i

    Y t D t D

    E Y D E D

    E Y D E D

    E Y D E D

    E Y D

    = + = + = + = = +

    = = + + + + = = + + +

    = = + + + + = = +

    = = + + + + = = += = + + 0

    1 0 1 0

    .0.0 ( | 0)

    ( ( | 1) ( | 1)) ( ( | 0) ( | 0))

    ( )

    i i

    i i i i i i i i

    E D

    DD E Y D E Y D E Y D E Y D

    + + = =

    = = = = =

    = +

    =

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    If we ha,e *ore than) ti*e $eriods-'rou$s.

    1 1

    where is the intensity of the treatment

    in group in p

    .1( ) .

    eriod

    )

    .

    1( .T I

    it it

    it

    itY t

    D D

    i

    i D

    t

    = =

    = + = + = + +

    We use a regression with @

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    Identi/cation in DD

    The identi@cation of the treatment e8ectis based on the inter9temporal variationbetween the groups.

    I"e" hanges in the outcome variable Y

    over time( that are speci@c to thetreatment groups.

    I"e")umps in trends in the outcome

    variable( that happen onl% for thetreatment groups( not for the comparisongroups( e

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    Warnin'sDD/ @

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    Warnin's

    DD attributes an% di8erences in trendsbetween the treatment and controlgroups( that occur at the same time asthe intervention( to that intervention.

    f there are other factors that a8ect thedi8erence in trends between the two

    groups( then the estimation will bebiasedG

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    Violation of Equal TrendAssumption

    Dutcome

    0ariable

    TE2 TE3Time

    !nrolled

    Notenrolled

    Y0 | Di=1

    Y1 | Di=0Y0 | Di=0

    !stimate

    d mpact

    Y1 | Di=1

    Bias

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    Sensiti,it" anal"sis for di%0in0di%$erform a >placebo? DD( i.e. use a >fake?

    treatment groupo !

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    Fre1uentl" occurrin' issuesin DD$articipation is based in di8erence in outcomes prior

    to the intervention. !.g. >As&ene'ter dip selectioninto treatment in7uence b% transitor% shocks on pastoutcomes 54shenfelter( 3JKL* ha% et al.( 122 6.

    f program impact is heterogeneous across individual

    characteristics( pre9treatment di8erences inobserved characteristics can create non9paralleloutcome d%namics 54badie( 1226.Similarl%( bias would occur when the si,e of theresponse depends in a non9linear wa% on the si,e of

    the intervention( and we compare a group with hightreatment intensit%( with a group with low treatmentintensit%When outcomes within the unit of time/group arecorrelated( S standard errors understate the st.

    dev. of the DD estimator 5Bertrand et al.(

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    E2a*$le 3

    Schoolin' and laor *arketconse1uences of school

    constructionin Indonesia. e,idence fro* an

    unusual $olic" e2$eri*ent

    Esther Du4o5 6ITA*erican Econo*ic Re,iew5 Se$t )773

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    Research 1uestionsSchool

    infrastructure

    !ducational

    achievement

    !ducationalachievement:

    Salar% level:

    What is the economicreturn on schooling:

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    Pro'ra* descri$tion3JK;93JKL&The ndonesian government builtA3(222 schools e.ui/a'ent to one sc&oo' per00 c&i'dren et%een and 12 3ears o'd

    The enrollment rate increased from AJ toLbetween 3JK; and 3JKL

    The number of schools built in each region

    depended on the number of children out ofschool in those regions in 3JK1( before thestart of the program.

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    Identi/cation of thetreat*ent e%ect

    B% regionThere is variation in the number of schools receivedin each region.

    There are 1 sources of variations in theintensit% of the program for a given individual&

    B% ageo

    hildren who were older than 31 %ears in 3JK1did not bene@t from the program.o The %ounger a child was 3JK1( the more it

    bene@ted from the program Obecause she spentmore time in the new schools.

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    Sources of data

    3JJ population census.ndividual9level data on&o birth dateo 3JJ salar% levelo

    3JJ level of educationThe intensit% of the building programin the birth region of each person inthe sample.

    Sample& men born between 3J2 and3JK1.

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    A /rst esti*ation of thei*$actSte$ 3. Let8s si*$lif" the $role*and esti*ate the i*$act of the$ro'ra*9

    We simplif% the intensit% of the

    program& highor low

    o oungcohort of children whobene@tted

    o ldercohort of children who did notbene@t

    We simplif% the groups of childrena8ected b% the program

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    Let8s look at the a,era'e ofthe

    outco*e ,ariale :"ears ofschoolin';Intensit" of the 79!? 793) DD(797@+

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    Intensit" of the

    3193K5older cohort6

    L.21 J.M 039!

    793) DD(797@+

    Let8s look at the a,era'e ofthe

    outco*e ,ariale :"ears ofschoolin';

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    Placeo DD(Cf9 $9>@5 Tale !5 $anel

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    Ste$ ). Let8s esti*ate this with are'ression

    .( . ) .( . )

    education level of person i in

    region j in cohort k

    1 if the person was born in a region with a

    high program intensity

    1 if the pe

    ijk j k j i j i ijk

    ijk

    j

    i

    S c P T C T

    with

    S

    P

    T

    = + + + + +

    =

    =

    = rson belongs to the young cohort

    dummy variable for region j

    cohort fi!ed"effectdistrict of birth fi!ed"effect

    error term for person in region in cohort

    j

    k

    j

    ijk

    C

    i j k

    =

    ==

    =

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    Ste$ !. Let8s use additionalinfor*ation

    #e will use the intensity of the program in each region$

    where % the intensity of building activity in region j

    % a vector of regional characteristi

    .( . ) .( . ) = + + + + +

    j

    j

    j j i j iijk k ijk

    P

    C

    S c P T C T

    &' &'

    & &

    cs

    #e estimate the effect of the program for each cohort separately$

    where a dummy variable for belonging to cohort i

    .( . ) = ==

    = + + + + + i

    j j i j iijk k l l ijk l l

    d

    S c P d C T

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    Pro'ra* e%ect $ercohort

    l

    4ge in 3JKM

    For y B De$endent ,ariale B

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    For y B De$endent ,ariale BSalar"

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    Conclusion-esults& "or each school built per 3222

    students*o The average educational achievement

    increase b% 2.319 2.3J %earso

    The average salaries increased b% 1.A O.M

    +aking sure the DD estimation isaccurate&o 4 placebo DD gave 2estimated e8ecto Ise various alternative speci@cationso heck that the impact estimates for each

    age cohort make sense.

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    E2a*$le )

    Water for Life.The I*$act of the Pri,atiationof

    Water Ser,ices on Child6ortalit"

    Seastin #aliani5 ni,ersidad de San AndrsPaul #ertler5 C

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    Chan'es in water ser,icesdeli,er"

    3703T"$e of $ro,ision*ethods Nu*er of*unici$alities

    4lwa%s public 3JA;J.K

    4lwa%s anot9for9pro@tcooperative

    3M; 1L.J

    onvertedfrom public to private

    3;L1K.J

    4lwa%s private 3 2.1

    No information 3A ;.1

    Total ==377

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    Figure1: Percentage of Municipalities with Privatized

    Water Systems

    0

    5

    10

    15

    20

    25

    30

    1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

    Year

    %ccum

    ulate

    id f

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    se outside factors todeter*ine who $ri,aties

    The political part% that governed themunicipalit%o "ederal( $eronist % $rovincial parties&

    allowed privati,ationo -adical part%& did not allow privati,ation

    Which part% was in power/whether the

    water got privati,ed did not depend on&o ncome( unemplo%ment( ineCualit% at the

    municipal levelo -ecent changes in infant mortalit% rates

    i

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    it it it t i ity( d) * + ,

    infant mortality rate in munic. in year

    dummy variable that takes value 1 if

    municipality has private water provider in year

    vector of covariates

    = + + + +

    =

    =

    =

    it

    it

    it

    where

    y i t

    dI

    i t

    x

    x

    t

    i

    fi!ed time effect

    fi!ed municipality effect

    =

    =

    Re'ression

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    DD lt P i ti ti

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    DD results. Pri,atiationreduced infant *ortalit"

    S iti it l i

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    Sensiti,it" anal"sis3

    1

    heck that the trends in infant mortalit% were

    identical in the two t%pes of municipalitiesefore privati,ationo ou can do this b% running the same eCuation(

    using onl% the %ears before the intervention O thetreatment e8ect should be ,ero for those %ears

    o "ound that we cannot rePect the null h%pothesisof eCual trends between treatment and controls(in the %ears before privati,ation

    heck that privati,ation onl% a8ects mortalit%through reasons that are logicall% related towater and sanitation issues."or e

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    I*$act of $ri,atiation on death fro*,arious causes

    DD on co**on su$$ort

    Pri ati ation has a lar'er e%ect

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    Pri,atiation has a lar'er e%ectin $oor and ,er" $oor

    *unici$alities than in non0$oor*unici$alities6unici$alities

    A,era'e*ortalit" $er

    3775 1990

    Esti*atedi*$act

    chan'ein

    *ortalit"Non9poor .3 2.32 F

    $oor K.3 92.KAKQQQ 932.K

    0er% poor J.MA 91.13MQQQ 91;.M

    C l i

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    Conclusion

    $rivati,ation of water services is associatedwith a reduction in infant mortalit% of 9K.

    Ising a combination of methods( we found that&

    The reduction of mortalit% is&o Due to fewer deaths from infectious and

    parasitic diseases.o Not due to changes in death rates from reasons

    not related to water and sanitation

    The largest decrease in infant mortalit%occurred in low income municipalities.

    R f

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    References4badie( 4. 51226. >Semiparametric Di8erence9in9Di8erences!stimators?( 4e/ie% o #conomic 5tudies( K1.

    4shenfelter( . 53JKL6& >!stimating the !8ect of Training$rograms on !arnings(? *&e 4e/ie% o #conomic and 5tatistics,A2( 3. pp. MK9K"

    ha%( Ren( +c!wan( $atrick and +iguel IrCuiola 51226& >The

    central role of noise in evaluating interventions that use testscores to rank schools(? American #conomic 4e/ie%( J( pp.31;K9L.

    'ertler( $aul 5122M6& >Do onditional ash Transfers mprovehild Health: !vidence from $-'-!S4=s ontrol -andomi,ed

    !Schooling and abor +arket onseCuences ofSchool onstruction in ndonesia& !vidence "rom an Inusual$olic% !Water forife& The mpact of the $rivati,ation of Water Services on hild+ortalit%(?6ourna' o 7o'itica' #conom3, 0olume 33;( pp. L;9312"

    Bertrand( +.( Du7o( !. and S. +ullainathan 5122M6. >How muchshould we trust di8erences9in9di8erences !stimates:(?8uarter'3 6ourna' o #conomics.

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    Thank JouThank Jou

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    K & AK & A