Discontinuity Assignment Identification
RD estimates confirmed that direct learning gains for tutored students approached 1.00 standard deviation, while untutored peers above the rank cutoff showed no statistically significant indirect benefits.
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RD estimates confirmed that direct learning gains for tutored students approached 1.00 standard deviation, while untutored peers above the rank cutoff showed no statistically significant indirect benefits.
Uncorrected raw Kaplan-Meier hazard rates provide only a lower bound on treatment efficacy due to dynamic selection, whereas MPH duration models correctly isolate true 20–40% exit rate increases.
Winsorization bounded weekly remittance amounts (control mean 2,338.50 PhP), stabilizing regression estimates across full sample (p = 0.81) and low-baseline subsample (+174.94 PhP, p < 0.05) specifications.
The structural parameters matched the reduced-form empirical moments (treatment exit rate, control exit rate, regional comparison exit rate, and vacancy response curves), validating structural policy simulation counterfactuals.
Estimated overall ITT remittance probability increase of +0.007 (p < 0.10) across all treatment-assigned migrants, preventing self-selection bias from confounding the experimental estimates.
In Year 2 in Mumbai, 33% of schools assigned to receive a balsakhi tutor did not receive one due to administrative difficulties; 2SLS instrumentation successfully eliminated non-compliance bias to yield unbiased direct treatment estimates.
The Kling labeling index demonstrated a statistically significant treatment take-up effect (mean index = 1.233, t = 44.445, p < 0.001) and a statistically significant overall remittance increase in the low-baseline subsample (+0.027 index units, p < 0.01).
The historical model successfully stratified the experimental sample into 1,688 high-employability ($\le 6$ months) and 2,475 low-employability ($> 6$ months) individuals, correctly identifying 87% of long-duration cases in baseline data without endogenous stratification bias.