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2. Covariate-adjusted Fisher randomization tests for the average treatment effect. (2021). Ding, Peng ; Zhao, Anqi.
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1. Abadie, A., S. Athey, G. W. Imbens and J. M. Wooldridge (2020). Sampling-based versus design-based uncertainty in regression analysis. Econometrica 88(1), 265–96.

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9. Door-to-door canvassing and referrals were used to survey and identify disadvantaged families among those of the Perry Elementary School students. To be eligible for participation in the Perry Preschool Project, the children had to: (i) be African American; (ii) have low Stanford–Binet IQ scores at baseline;62 and (iii) be socioeconomically disadvantaged according to an index of socioeconomic status based on employment and education levels of the parents as well as the number of persons per room at home. The Perry families were more disadvantaged relative to a majority of African American families at that time in the United States. However, the Perry families were, by and large, representative of a substantial fraction of the underprivileged African American population (Heckman et al., 2010a).
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10. Downloaded from https://academic.oup.com/ectj/article/24/2/C1/6207935 by White and Case LLP user on 12 July C36 J. J. Heckman and G. Karapakula Chung, E. and J. P. Romano (2016). Multivariate and multiple permutation tests. Journal of Econometrics 193(1), 76–91.
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11. Downloaded from https://academic.oup.com/ectj/article/24/2/C1/6207935 by White and Case LLP user on 12 July C38 J. J. Heckman and G. Karapakula APPENDIX A: BACKGROUND AND ELIGIBILITY CRITERIA OF PERRY PROGRAMME The Perry Preschool Project was carried out in five waves between autumn 1962 and autumn 1965 near a public school—the Perry Elementary School in Ypsilanti, a small city near Detroit in Michigan. Data collection took place at the baseline age of 3 years and through surveys that were administered annually until age 15. The participants were additionally followed up around ages 19, 27, 40, and 55. Various measures were obtained over the years, including information on education, crime, and other economic outcomes.
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12. Downloaded from https://academic.oup.com/ectj/article/24/2/C1/6207935 by White and Case LLP user on 12 July Using a satisficing model to guide finite-sample inference for compromised experiments C37 Quandt, R. E. (1972). A new approach to estimating switching regressions. Journal of the American Statistical Association 67(338), 306–10.
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13. Even when compared with the children living in the area surrounding the Perry Elementary School, the Perry participants were especially disadvantaged (Heckman et al., 2010a). Since the parents of all children eligible for the programme participated in the study (Weikart et al., 1978), issues of noncompliance are not a concern. As there were no substitutes to the Perry programme, such as Head Start, available when the Perry experiment was implemented, control group contamination is also not a problem in our experimental setting.
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14. Fisher, R. A. (1925). Statistical Methods for Research Workers. Edinburgh: Oliver and Boyd.
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17. Heckman, J. J., R. Pinto and A. M. Shaikh (2020). Inference with imperfect randomization: the case of the Perry Preschool Program. Unpublished manuscript, The University of Chicago.

18. Heckman, J. J., S. H. Moon, R. Pinto, P. A. Savelyev and A. Yavitz (2010a). Analyzing social experiments as implemented: a reexamination of the evidence from the HighScope Perry Preschool Program. Quantitative Economics 1(1), 1–46.
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19. Heckman, J. J., S. H. Moon, R. Pinto, P. A. Savelyev and A. Yavitz (2010b). The rate of return to the Highscope Perry Preschool Program. Journal of Public Economics 94(1–2), 114–28.
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20. Holm, S. (1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 6(2), 65–70.
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21. Intensity of the programme was low relative to several later early education programmes.60 Starting at age 3, treatment in the following two years included preschool for 2.5 hours per day on weekdays during the academic year. Another major component of the programme consisted of 1.5-hour weekly home visits by the Perry teachers to promote parental engagement with the child.61 The Perry curriculum fostered active child-centered learning through intensive interactions between the children and programme teachers (Weikart et al., 1978; Schweinhart et al., 1993).
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