A Primer on Propensity Score Analysis

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This article discusses the role that propensity score analysis can play in assessing the effects of interventions. It mostly focuses on identifying the range of solutions to practical problems that occur in propensity score analysis, especially with regard to propensity score construction (logistic regression, classification trees, ensemble methods), balancing (significance tests, other metrics), and analysis (matching, stratifying, weighting, covariance). Throughout, the article will identify particularly important or common pitfalls that need to be avoided in these analyses. The article ends with a discussion of the comparative advantages and disadvantages of propensity scores compared to alternative analytic and design options.

Section snippets

Estimating Propensity Scores

Three issues emerge in estimating propensity scores: the quality of the pretest measures, the statistical method for estimating propensity scores from those measures, and demonstrating balance using the propensity scores.

Using Propensity Scores to Estimate Treatment Effects

Once a best set of propensity scores is identified, those scores are used to estimate adjusted effects from nonrandomized experiments in one of several different ways—matching or stratifying on the propensity score, using the propensity score as a covariate in an ordinary regression, or weighting by some function of the propensity score. All these different propensity score techniques for estimating the treatment effect can be implemented using the regression framework. This has the advantage

Discussion

Propensity score analysis is increasingly popular for adjusting nonrandomized experiments. But does it work? The answer may be a qualified yes.5 The crucial qualification was mentioned previously—high-quality measurement of the selection process is crucial. Propensity score analysis is likely to work best when careful measurement of the selection process is planned before the study begins. This should include interviewing potential participants to find out what factors they consider in deciding

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    The authors were supported in part by grant R305U070003 from the Institute for Educational Sciences, U.S. Department of Education. The second author was also supported by grants from the Spencer Foundation and W.T. Grant Foundation.

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