Design-A-Toy Assignment

Follow these directions to complete the Design-A-Toy project. 

Due date: Sunday, March 1-7, 2021 by 11:59 p.m.

1. Brainstorm a list of toys that children of all ages play with.

2. Using what you have learned in chapters 1-8, design a toy for a specific age group of children.

3. Write a description of the toy, draw a picture of what the toy might look like, and instructions that should be included with the toy.

The description should include the purpose of the toy and SPECIFIC skills it will help the child learn.  Use your textbook to identify specific skills.  The description should also address specific developmental domains such as language development, social skills development, physical development, etc. and how the toy will foster and develop those skills.

4. Provide detailed information about the toy.  Pretend you are writing the information for parents who are searching for new toys for their child– detailed and comprehensive.

5. The drawing can be a sketch. It doesn’t have to be a perfect drawing so don’t get stressed out about the drawing.

Unit 4: Regression Discontinuity Design

Reading: Regression Discontinuity Design

Social programs often use an index to decide who is eligible to enroll in the program and who is not. For example, antipoverty programs are typically targeted to poor households, which are identified by a poverty score or index. The poverty score can be based on a formula that measures a set of basic household assets as a proxy (or estimate) for means (such as income, consumption, or purchasing power). Households with low scores are classified as poor, and households with higher scores are considered rela- tively better-off. Antipoverty programs typically determine a threshold or cutoff score, below which households are deemed poor and are eligible for the program. Colombia’s system for selecting beneficiaries of social spend- ing is one such example (see box 6.1). Test scores are another example (see box 6.3). College admission might be granted to the top performers on a standardized test, whose results are ranked from the lowest to the highest performer. If the number of slots is limited, then only students who score above a certain threshold score (such as the top 10 percent of students) will be granted admission. In both examples, there is a continuous eligibility index (poverty score and test score, respectively) that allows for ranking the population of interest, as well as a threshold or cutoff score that determines who is eligible and who is not.

Continue reading chapter 6 (113-126) in:  Book impact evaluation second edition 2016-5.pdf (Dear writer, I uploaded the file so you can read it)

Reading: First RD case study: Thistlewaite and Campbell (1960)

Read the first case study available (dear writer, I uploaded the case study file, check file titled ’Case study- Regression-Discontinuity Analysis- An Alternative to the Ex-Post Facto Experiment’)and watch lecture videos

Introduction to RD

Dear writer, watch the video:

Tittle:

Regression Discontinuity: Looking at People on the Edge: Causal Inference Bootcamp

Link:

Lecture video: Regression Discontinuity: More Analysis of Thistlethwaite & Campbell

Dear writer, watch the video:

Tittle:

Regression Discontinuity: More Analysis of Thistlethwaite & Campbell: Causal Inference Bootcamp

Link:

Lecture video: How to Compute Causal Effects Using Regression Discontinuity

Dear writer, watch the video:

Tittle:

 How to Compute Causal Effects Using Regression Discontinuity: Causal Inference Bootcamp

Link:

“Fuzzy” Regression Discontinuity

Dear writer, watch the video:

Tittle:

Link:

Reading: Second case study

Dear writer, Read the second case study available [Dear writer, I uploaded the file so you can read it] and watch the video

Tittle:

 “Fuzzy” Regression Discontinuity: Addressing Blurry Lines Between Groups: Causal Inference Bootcamp

Link: