在比较效果时如何考虑替代方案：重新审视“为阿富汗女孩提供教育”
How to Account for Alternatives When Comparing Effects: Revisiting 'Bringing Education to Afghan Girls'
摘要：
本文采用“主要阶层”的方法来分解处理效应，并解释为什么学校教育的干预，产生了特殊的初始效果产生了显着较小的影响，在一个复制年后。具体应用是2008年和2015年的一系列重复干预措施，旨在增加阿富汗农村女孩的初等教育。干预措施提供了一种新的教育选择，因此，其效果取决于个人如何使用已经存在的替代方案。在比较重复实验的效果时，主要分层方法考虑了使用模式的变化。我们的研究结果表明，尽管与2008年相比，2015年干预措施对女孩有价值的比例大幅下降，但对于那些继续从中受益的人来说，干预措施更加有效。
英文摘要：
This paper uses a "principal strata" approach to decompose treatment effects and interpret why a schooling intervention that yielded exceptional initial effects yielded substantially smaller effects in a replication years later. The specific application is a set of 2008 and 2015 replications of an intervention aiming to increase primary education for girls in rural Afghanistan. The intervention offers a new schooling option, and as such, its effects depend on how individuals use alternatives that already exist. The principal strata approach accounts variation in use patterns when comparing effects across the replications. Our findings show that even though the share of girls for whom the intervention would be valuable dropped considerably in 2015 as compared to 2008, the intervention was even more efficaciousness for those who continued to benefit from it.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
