Uses of Theory in Randomized Field Trials
- 1 January 2004
- journal article
- other
- Published by SAGE Publications in American Behavioral Scientist
- Vol. 47 (5) , 634-657
- https://doi.org/10.1177/0002764203260153
Abstract
By design, randomized field trials (RFTs) avoid many of the problems that plague observational studies, foremost among them being the introduction of selection biases. In practice, however, RFTs regularly confront other difficulties, such as chance differences between treatment and control groups and attrition from the study. To address these issues, baseline data on the variable of primary interest are essential. Theory also aids the analytic process, identifying ways in which data should be disaggregated and determining the generalizability of the findings uncovered. Theory and testing are not neatly divided enterprises. Theory informs the initial design whereas empirical findings from RFTs motivate analysts to update and occasionally abandon their theoretical priors.Keywords
This publication has 17 references indexed in Scilit:
- Are private schools really better?Published by Emerald Publishing ,2004
- Principal Stratification Approach to Broken Randomized ExperimentsJournal of the American Statistical Association, 2003
- School vouchers and academic performance: results from three randomized field trialsJournal of Policy Analysis and Management, 2002
- Property tax limits, local fiscal behavior, and property values: evidence from Massachusetts under PropositionJournal of Public Economics, 2001
- The Effects of Canvassing, Telephone Calls, and Direct Mail on Voter Turnout: A Field ExperimentAmerican Political Science Review, 2000
- Do Better Schools Matter? Parental Valuation of Elementary EducationThe Quarterly Journal of Economics, 1999
- Experimental Estimates of Education Production FunctionsThe Quarterly Journal of Economics, 1999
- The Effects of Catholic Secondary Schooling on Educational AchievementJournal of Labor Economics, 1997
- How Much Do High School Students Learn?Sociology of Education, 1985
- The Causal Analysis of Cognitive Outcomes in the Coleman, Hoffer and Kilgore ReportSociology of Education, 1982