Direct and Indirect Effects under Sample Selection and Outcome Attrition
Abstract
:1. Introduction
2. Identification
2.1. Parameters of Interest
2.2. Assumptions and Identification Results under MAR
- (i)
- Under Assumptions 1–4, for d∈,
- (ii)
- Under Assumptions 1(a), 2–4, and M following a discrete distribution,
2.3. Assumptions and Identification Results under Selection Related to Unobservables
- (i)
- Under Assumptions 1, 2, 5, and 6 for d∈,
- (ii)
- Under Assumptions 1(a), 2, 5, and 6, and M following a discrete distribution,
2.4. Extensions to Further Populations, Parameters, and Variable Distributions
3. Estimation
4. Simulation Study
5. Empirical Application
6. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A
Appendix A.1. Proof of Theorem 1
Appendix A.2. Proof of Theorem 2
Appendix A.3. Proof of Theorem 3
References
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1 | The idea of using inverse probability weighting to control for selection problems goes back to (Horvitz and Thompson 1952). |
2 | The estimators considered in the simulation study and the empirical application are available in the ‘causalweight’ package by (Bodory and Huber 2018) for the statistical software ‘R’. |
3 | Robins (2003); Robins and Greenland (1992) refer to this parameter as the total or pure direct effect and (Flores and Flores-Lagunes 2009) as net average treatment effect. |
4 | Robins (2003); Robins and Greenland (1992) refer to this parameter as the total or pure indirect effect and (Flores and Flores-Lagunes 2009) as mechanism average treatment effect. |
5 | See for instance (Imai 2009) for an alternative set of restrictions, assuming that selection is related to the outcome but is independent of the treatment conditional on the outcome and other observable variables. |
6 | Note that , which means that fixing the treatment and the potential mediator yields the potential outcome. |
7 | We implicitly also impose the Stable Unit Treatment Value Assumption (SUTVA, see (Rubin 1990)), stating that the potential mediators and outcomes for any individual are stable in the sense that their values do not depend on the treatment allocations in the rest of the population. |
8 | In the latter case, even the stronger condition holds. |
9 | Several studies in the mediation literature discuss identification in the presence of post-treatment confounders of the mediator that may themselves be affected by the treatment. See for instance (Albert and Nelson 2011; Huber 2014a; Imai and Yamamoto 2011; Robins and Richardson 2010; Tchetgen and VanderWeele 2014). |
10 | As an alternative set of IV restrictions in the context of selection, (d’Haultfoeuille 2010) permits the instrument to be associated with the outcome, but assumes conditional independence of the instrument and selection given the outcome. |
11 | Control function approaches have been applied in semi- and nonparametric sample selection models, e.g., (Ahn and Powell 1993; Das et al. 2003; Newey 2007), and and Huber (2012, 2014b) as well as in nonparametric instrumental variable models, see for example (Blundell and Powell 2004; Imbens and Newey 2009; Newey et al. 1999). |
12 | This implies that the following relation between the conditional means of potential and observed outcomes holds: , where the first equality follows from iterated expectations, the second from Assumptions 1 and 5, the third from Assumptions 2 and 5, the fourth from Assumption 5, and the fifth from the fact that conditional on and , the potential outcome corresponds to the observed outcome Y. |
13 | For instance, the weighted versions of the parameters identified in Theorem 1 correspond to
|
14 | Results are very similar when and therefore omitted. |
15 | Note that in spite of , estimation based on (the incorrect) Theorem 3 is consistent because the distribution of U is not associated with S conditional on . |
16 | Results are very similar when setting and therefore omitted. |
17 | Odongo et al. (2017) find a positive correlation between school size and communicable disease prevalence rates in Kenya. We are, however, not aware of any such study considering class (rather than school) size. |
18 | We do not consider IPW IV estimation based on Theorems 2 and 3, as our data do not contain credible instruments. |
19 | See (Huber 2015) on the equivalence of conventional wage gap decompositions and a simple mediation model. |
20 | Following (Chetty et al. 2011), we consider regular class size with and without additional teaching aid to be one treatment. |
21 | For example, Ready (2010) reports a stronger negative impact of absenteeism on early literacy outcomes for students with lower socioeconomic status, which implies that socioeconomic status and absenteeism interact in explaining the outcome. If socioeconomic status in addition affects absenteeism, it is a confounder of the association between absenteeism and the literacy outcomes. |
22 | 5276 students joined the program in subsequent years. About 2200 entered the experiment in the first grade, 1600 in the second and 1200 in the third grade. |
23 | Less than 1% of students in the sample are Asian, Hispanic, Native American or other race. In our analysis, they are included in one group with black students. |
bias | std | rmse | bias | std | rmse | bias | std | rmse | bias | std | rmse | |
, | ||||||||||||
IPW w. | −0.16 | 0.14 | 0.21 | −0.17 | 0.16 | 0.23 | −0.01 | 0.15 | 0.15 | −0.02 | 0.11 | 0.12 |
IPW MAR | 0.03 | 0.28 | 0.28 | 0.01 | 0.20 | 0.20 | −0.03 | 0.13 | 0.14 | −0.05 | 0.14 | 0.15 |
IPW IV | −0.01 | 0.30 | 0.30 | −0.02 | 0.31 | 0.31 | −0.02 | 0.18 | 0.18 | −0.03 | 0.15 | 0.15 |
, | ||||||||||||
IPW w. | −0.16 | 0.07 | 0.18 | −0.17 | 0.08 | 0.19 | 0.00 | 0.08 | 0.08 | −0.01 | 0.06 | 0.06 |
IPW MAR | 0.01 | 0.15 | 0.15 | 0.01 | 0.10 | 0.10 | −0.02 | 0.07 | 0.07 | −0.03 | 0.08 | 0.09 |
IPW IV | −0.01 | 0.15 | 0.15 | −0.02 | 0.16 | 0.16 | −0.01 | 0.09 | 0.09 | −0.02 | 0.08 | 0.08 |
bias | std | rmse | bias | std | rmse | bias | std | rmse | bias | std | rmse | |
, | ||||||||||||
IPW w. | −0.28 | 0.13 | 0.31 | −0.27 | 0.16 | 0.32 | 0.07 | 0.16 | 0.18 | 0.07 | 0.12 | 0.14 |
IPW MAR (Theorem 1) | −0.09 | 0.30 | 0.31 | −0.11 | 0.21 | 0.24 | 0.06 | 0.14 | 0.15 | 0.04 | 0.15 | 0.16 |
IPW IV (Theorem 3) | 0.02 | 0.32 | 0.32 | −0.01 | 0.31 | 0.31 | −0.02 | 0.18 | 0.18 | −0.05 | 0.16 | 0.16 |
, | ||||||||||||
IPW w. | −0.28 | 0.07 | 0.29 | −0.28 | 0.08 | 0.29 | 0.08 | 0.08 | 0.12 | 0.09 | 0.06 | 0.11 |
IPW MAR (Theorem 1) | −0.11 | 0.16 | 0.20 | −0.11 | 0.10 | 0.15 | 0.06 | 0.07 | 0.09 | 0.06 | 0.09 | 0.11 |
IPW IV (Theorem 3) | 0.01 | 0.17 | 0.17 | −0.01 | 0.16 | 0.16 | −0.02 | 0.09 | 0.09 | −0.04 | 0.08 | 0.09 |
, | ||||||||||||
IPW w. | −0.37 | 0.13 | 0.39 | −0.35 | 0.15 | 0.38 | 0.05 | 0.16 | 0.16 | 0.07 | 0.12 | 0.14 |
IPW MAR (Theorem 1) | −0.20 | 0.30 | 0.36 | −0.20 | 0.21 | 0.28 | 0.03 | 0.14 | 0.14 | 0.04 | 0.15 | 0.16 |
IPW IV (Theorem 3) | −0.14 | 0.32 | 0.34 | −0.16 | 0.31 | 0.35 | −0.02 | 0.18 | 0.18 | −0.05 | 0.16 | 0.16 |
, | ||||||||||||
IPW w. | −0.38 | 0.07 | 0.38 | −0.36 | 0.08 | 0.36 | 0.06 | 0.08 | 0.10 | 0.09 | 0.06 | 0.11 |
IPW MAR (Theorem 1) | −0.22 | 0.16 | 0.27 | −0.20 | 0.10 | 0.22 | 0.04 | 0.07 | 0.08 | 0.06 | 0.09 | 0.11 |
IPW IV (Theorem 3) | −0.14 | 0.16 | 0.22 | −0.16 | 0.16 | 0.23 | −0.01 | 0.09 | 0.09 | −0.04 | 0.08 | 0.09 |
bias | std | rmse | bias | std | rmse | bias | std | rmse | bias | std | rmse | |
, | ||||||||||||
IPW w. | −0.11 | 0.13 | 0.17 | −0.09 | 0.15 | 0.17 | 0.05 | 0.16 | 0.16 | 0.07 | 0.12 | 0.14 |
IPW IV w. (Theorem 2) | 0.00 | 0.21 | 0.21 | −0.03 | 0.23 | 0.23 | 0.02 | 0.17 | 0.17 | −0.01 | 0.12 | 0.12 |
, | ||||||||||||
IPW w. | −0.12 | 0.07 | 0.14 | −0.10 | 0.08 | 0.12 | 0.06 | 0.08 | 0.10 | 0.09 | 0.06 | 0.11 |
IPW IV w. (Theorem 2) | 0.01 | 0.10 | 0.10 | −0.02 | 0.11 | 0.12 | 0.03 | 0.08 | 0.08 | −0.00 | 0.06 | 0.06 |
Variable | Total | Difference | p-Value | ||
---|---|---|---|---|---|
Student’s gender: male | 0.51 | 0.51 | 0.51 | 0.00 | 0.96 |
[0.50] | [0.50] | [0.50] | (0.01) | ||
Student’s race: white | 0.67 | 0.67 | 0.68 | 0.01 | 0.42 |
[0.47] | [0.47] | [0.47] | (0.02) | ||
Free lunch | 0.48 | 0.49 | 0.47 | −0.02 | 0.25 |
[0.50] | [0.50] | [0.50] | (0.02) | ||
Born 1978 | 0.01 | 0.01 | 0.00 | −0.01 | 0.00 |
[0.08] | [0.09] | [0.05] | (0.00) | ||
Born 1979 | 0.23 | 0.22 | 0.25 | 0.03 | 0.04 |
[0.42] | [0.42] | [0.43] | (0.01) | ||
Born 1980 | 0.76 | 0.77 | 0.74 | −0.02 | 0.09 |
[0.43] | [0.42] | [0.44] | (0.01) | ||
Born 1981 | 0.00 | 0.00 | 0.00 | 0.00 | 0.87 |
[0.03] | [0.03] | [0.03] | (0.00) | ||
Kindergarten days absent | 10.51 | 10.72 | 10.01 | −0.71 | 0.02 |
[9.76] | [9.95] | [9.29] | (0.31) | ||
Math SAT grade 1 | 534.54 | 531.52 | 541.25 | 9.73 | 0.00 |
[43.83] | [42.92] | [45.10] | (2.14) |
Total Effect | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
est. | s.e. | -Value | est. | s.e. | -Value | est. | s.e. | -Value | est. | s.e. | -Value | est. | s.e. | -Value | |
IPW MAR | 8.74 | 2.37 | 0.00 | 8.52 | 2.36 | 0.00 | 7.75 | 2.70 | 0.00 | 0.99 | 0.79 | 0.21 | 0.23 | 0.13 | 0.09 |
Lin w. , no X | 9.73 | 2.16 | 0.00 | 9.46 | 2.17 | 0.00 | 9.55 | 2.15 | 0.00 | 0.27 | 0.18 | 0.12 | 0.18 | 0.13 | 0.16 |
IPW w. , no X | 9.73 | 2.16 | 0.00 | 9.55 | 2.15 | 0.00 | 9.43 | 2.18 | 0.00 | 0.30 | 0.21 | 0.16 | 0.18 | 0.13 | 0.15 |
IPW w. | 9.20 | 2.14 | 0.00 | 9.01 | 2.14 | 0.00 | 8.77 | 2.19 | 0.00 | 0.43 | 0.32 | 0.18 | 0.19 | 0.14 | 0.18 |
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Huber, M.; Solovyeva, A. Direct and Indirect Effects under Sample Selection and Outcome Attrition. Econometrics 2020, 8, 44. https://doi.org/10.3390/econometrics8040044
Huber M, Solovyeva A. Direct and Indirect Effects under Sample Selection and Outcome Attrition. Econometrics. 2020; 8(4):44. https://doi.org/10.3390/econometrics8040044
Chicago/Turabian StyleHuber, Martin, and Anna Solovyeva. 2020. "Direct and Indirect Effects under Sample Selection and Outcome Attrition" Econometrics 8, no. 4: 44. https://doi.org/10.3390/econometrics8040044
APA StyleHuber, M., & Solovyeva, A. (2020). Direct and Indirect Effects under Sample Selection and Outcome Attrition. Econometrics, 8(4), 44. https://doi.org/10.3390/econometrics8040044