Author(s)  
James J. Heckman, Seong Hyeok Moon, Rodrigo Pinto, Peter Savelyev, Adam Q. Yavitz

Social experiments are powerful sources of information about the effectiveness of interventions. In practice, initial randomization plans are almost always compromised. Multiple hypotheses are frequently tested. “Significant” effects are often reported with p-values that do not account for preliminary screening from a large candidate pool of possible effects. This paper develops tools for analyzing data from experiments as they are actually implemented.
We apply these tools to analyze the influential HighScope Perry Preschool Program. The Perry program was a social experiment that provided preschool education and home visits to disadvantaged children during their preschool years. It was evaluated by the method of random assignment. Both treatments and controls have been followed from age 3 through age 40.
Previous analyses of the Perry data assume that the planned randomization protocol was implemented. In fact, as in many social experiments, the intended randomization protocol was compromised. Accounting for compromised randomization, multiple-hypothesis testing, and small sample sizes, we find statistically significant and economically important program effects for both males and females. We also examine the representativeness of the Perry study.

Publication Type  
Article
Journal  
Quantitative Economics
Volume  
1
Issue Number  
1
Pages  
1-46
JEL Codes  
C93: Field Experiments
I21: Analysis of Education
J15: Economics of Minorities, Races, and Immigrants; Non-labor Discrimination
Keywords  
early childhood intervention
compromised randomization
social experiments
multiple-hypothesis testing