Statistical Power for Estimating Treatment Effects Using Difference-in-Differences and Comparative Interrupted Time Series Estimators With Variation in Treatment Timing

IF 1.9 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational and Behavioral Statistics Pub Date : 2021-02-12 DOI:10.3102/10769986211070625
Peter Z. Schochet
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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.
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利用差中之差和具有治疗时间变化的比较中断时间序列估计器估计治疗效果的统计能力
本文为常用的差分(DID)和比较中断时间序列(CITS)面板数据估计量开发了新的幂分析闭式方差表达式。主要贡献是将治疗时间的变化纳入分析。幂公式还考虑了实践中出现的其他关键设计特征:自相关误差、不相等的测量间隔以及由于治疗分配单位而导致的聚类。我们考虑横截面和纵向模型的幂公式,并考虑协变。说明性的功率分析提供了关于适当样本大小的指导。关键发现是,考虑到治疗时间会增加所需的样本量。此外,DID估计器比标准CITS和ITS估计器具有更大的功率。一个可用的Shiny R仪表板为所考虑的估计量执行样本量计算。
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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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