The value of regression discontinuity studies in educational effectiveness research: a rejoinder to Simpson’s critical evaluation

In a recent paper, Adrian Simpson identifies several shortcomings in regression discontinuity (RD) studies in educational effectiveness research (Simpson, 2024). This thorough analysis might be seen as an addition to the seminal work by Campbell and Stanley (2015), originally published in the 1960s. While Simpson’s critique raises important methodological concerns, this rejoinder seeks to engage with these issues constructively, emphasizing the value of RD studies and suggesting pathways to strengthen their application and interpretation in educational research.