We investigate conditions sufficient for identification of average treatment effects using instrumental variables. First we show that the existence of valid instruments is not sufficient to identify any meaningful average treatment effect. We then establish that the combination of an instrument and a condition on the relation between the instrument and the participation status is sufficient for identification of a local average treatment effect for those who can be induced to change their participation status by changing the value of the instrument. Finally we derive the probability limit of the standard IV estimator under these conditions. It is seen to be a weighted average of local average treatment effects.

Evolution and Rationality Some Recent Game-Theoretic Results. Identification and Estimation of Local Average Treatment Effects

Capitalism and Freedom

A central issue in school choice is the design of a student assignment mechanism. Education literature provides guidance for the design of such mechanisms but does not offer specific mechanisms. The flaws in the existing school choice plans result in appeals by unsatisfied parents. We formulate the school choice problem as a mechanism design problem and analyze some of the existing school choice plans including those in Boston, Columbus, Minneapolis, and Seattle. We show that these existing plans have serious shortcomings, and offer two alternative mechanisms each of which may provide a practical solution to some critical school choice issues.

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School Choice: A Mechanism Design Approach

Economists have lately been called upon not only to analyze markets, but to design them. Market design involves a responsibility for detail, a need to deal with all of a market's complications, not just its principle features. Designers therefore cannot work only with the simple conceptual models used for theoretical insights into the general working of markets. Instead, market design calls for an engineering approach. Drawing primarily on the design of the entry level labor market for American doctors (the National Resident Matching Program), and of the auctions of radio spectrum conducted by the Federal Communications Commission, this paper makes the case that experimental and computational economics are natural complements to game theory in the work of design. The paper also argues that some of the challenges facing both markets involve dealing with related kinds of complementarities, and that this suggests an agenda for future theoretical research.

The Economist as Engineer: Game Theory, Experimentation, and Computation as Tools for Design Economics

หนงสอ Behavioral Game Theory: Experiments in Strategic Interaction เขยนโดย Colin F. Camerer มวตถประสงคเพอนำเสนอหลกฐานเชงประจกษจากผลการวจยจำนวนมากมายทยนยนอทธพลของปจจยทางจตวทยาทมผลตอการตดสนใจตามทฤษฎเกม หนงสอ เลมนไดนำเสนอแนวคดทฤษฎทเพมความสามารถในการอธบายพฤตกรรมการตดสนใจตามทฤษฎเกม (Game theory) ซง von Neumann; & Morgenstern ไดเสนอไวในป ค.ศ. 1944 โดยชใหเหนวา ปจจยทางจตวทยามอทธพลทำใหการตดสนใจทเกดขนจรงคลาดเคลอนจากการคาดการณของทฤษฎเกม

Behavioral Game Theory: Experiments in Strategic Interaction

We assisted the New York City Department of Education (NYCDOE) in designing a mechanism to match over 90,000 entering students to public high schools each year. This paper makes a very preliminary report on the design process and the first year of operation, in academic year 2003–2004, for students entering high school in fall 2004. In the first year, only about 3,000 students had to be assigned to a school for which they had not indicated a preference, which is only 10 percent of the number of such assignments the previous year. New York City has the largest public school system in the country, with over a million students. In 1969 the system was decentralized into over 30 community school districts. In the 1990s, the city began to take more centralized control (Mark Schneider et al., 2000), and in 2002, a newly reorganized NYCDOE began to reform many aspects of the school system. In May 2003, Jeremy Lack, then the NYCDOE Director of Strategic Planning, contacted one of us for advice on designing a new high-school matching process. The NYCDOE was aware of the matching process for American physicians, the National Resident Matching Program (Roth, 1984; Roth and E. Peranson, 1999). They wanted to know if it could be appropriately adapted to the city’s schools. The three authors of the present paper (and, at several crucial junctures, also Tayfun Sonmez) advised (and often convinced) Lack, his colleagues (particularly Elizabeth Sciabarra and Neil Dorosin), and the DOE’s software vendor, about the design of the match. I. The Prior (2002–2003) New York City Matching Procedure

https://dash.harvard.edu/bitstream/handle/1/2562765/Roth_NYC.pdf?sequence=2

The New York City High School Match

Random serial dictatorship and the core from random endowments in house allocation problems

After the publication of “School Choice: A Mechanism Design Approach” by Abdulkadiroglu and Sonmez (2003), a Boston Globe reporter contacted us about the Boston Public Schools (BPS) system for assigning students to schools. The Globe article highlighted the difficulties that Boston’s system may give parents in strategizing about applying to schools. Briefly, Boston tries to give students their firstchoice school. But a student who fails to get her first choice may find her later choices filled by students who chose them first. So there is a risk in ranking a school first if there is a chance of not being admitted; other schools that would have been possible had they been listed first may also be filled. Valerie Edwards, then Strategic Planning Manager at BPS, and her colleague Carleton Jones invited us to a meeting in October 2003. BPS agreed to a study of their assignment system and provided us with micro-level data sets on choices and characteristics of students in the grades at which school choices are made (K, 1, 6, and 9), and school characteristics. Based on the pending results of this study, the Superintendent has asked for our advice on the design of a new assignment mechanism. This paper describes some of the difficulties with the current mechanism and some elements of the design and evaluation of possible replacement mechanisms. School choice in Boston has been partly shaped by desegregation. In 1974, Judge W. Arthur Garrity ordered busing for racial balance. In 1987, the U.S. Court of Appeals freed BPS to adopt a new, choice-based assignment plan. In 1999 BPS eliminated racial preferences in assignment and adopted the current mechanism.

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The Boston Public School Match

Charter schools are publicly funded but operate outside the regulatory framework and collective bargaining agreements characteristic of traditional public schools. In return for this freedom, charter schools are subject to heightened accountability. This paper estimates the impact of charter school attendance on student achievement using data from Boston, where charter schools enroll a growing share of students. We also evaluate an alternative to the charter model, Boston's pilot schools. These schools have some of the independence of charter schools, but operate within the school district, face little risk of closure, and are covered by many of same collective bargaining provisions as traditional public schools. Estimates using student assignment lotteries show large and significant test score gains for charter lottery winners in middle and high school. In contrast, lottery-based estimates for pilot schools are small and mostly insignificant. The large positive lottery-based estimates for charter schools are similar to estimates constructed using statistical controls in the same sample, but larger than those using statistical controls in a wider sample of schools. The latter are still substantial, however. The estimates for pilot schools are smaller and more variable than those for charters, with some significant negative effects.

Atila Abdulkadiroglu

Papers

School Choice: A Mechanism Design Approach

The New York City High School Match

Random serial dictatorship and the core from random endowments in house allocation problems

The Boston Public School Match

Accountability and Flexibility in Public Schools: Evidence from Boston's Charters and Pilots