Instrumental Variables

College Depth 86 in the knowledge graph I know this Set as goal
Unlocks 23 downstream topics
IV instrument exclusion-restriction relevance

Core Idea

An instrumental variable (IV) is a variable z that is correlated with the endogenous regressor x (relevance: Cov(z,x)≠0) but affects y only through x and not directly (exclusion restriction: Cov(z,u)=0). When both conditions hold, IV consistently estimates the causal effect of x on y even when OLS is biased. The IV estimator in the bivariate case is β̂ᵢᵥ = Cov(z,y)/Cov(z,x). Classic instruments include distance to college (for education), quarter of birth (for schooling), and rainfall (for agricultural income). The exclusion restriction is the unverifiable — and hence controversial — assumption; its plausibility must be argued on economic grounds.

How It's Best Learned

Study the Angrist-Krueger (1991) quarter-of-birth instrument for education. Discuss why it is (arguably) excluded from the wage equation and what economic story justifies it.

Common Misconceptions

Explainer

You have already seen that OLS is biased when the regressor x is correlated with the error term u — the endogeneity problem. Instrumental variables offer a way out: find a third variable z that pushes x around but has no independent relationship with y. If you can isolate only the variation in x that z drives, that variation is clean of the omitted variable or reverse causation that corrupted OLS.

The two conditions a valid instrument must satisfy are relevance and the exclusion restriction. Relevance is straightforward: Cov(z,x) ≠ 0, meaning z is actually correlated with x. You can test this directly — regress x on z and check the F-statistic (a rule of thumb is F > 10 for a strong instrument). The exclusion restriction is harder: Cov(z,u) = 0, meaning z is uncorrelated with anything else that drives y. This assumption cannot be tested; it is an economic argument. For the quarter-of-birth instrument, you must argue that the quarter a person happened to be born in has no effect on their adult wages except by changing how long they stayed in school — and that is genuinely controversial.

The bivariate IV estimator is β̂ᵢᵥ = Cov(z,y)/Cov(z,x). The numerator captures how much y changes when z moves; the denominator scales that by how much x changes when z moves. The ratio recovers the causal effect of x on y. Intuitively, you are asking: "Of all the ways z moved x, how much did y move per unit of that x-movement?" The OLS analog, Cov(x,y)/Var(x), uses all variation in x — including the endogenous part. IV uses only the z-driven variation, which is exogenous by assumption.

A critical practical warning: weak instruments are dangerous. If Cov(z,x) is small, the denominator of the IV estimator is close to zero, which amplifies any small violation of the exclusion restriction into a huge bias. Weak instruments can produce estimates that are worse than OLS — biased in the same direction but with false precision. Always report the first-stage F-statistic when presenting IV results.

Finally, IV identifies a Local Average Treatment Effect (LATE) — the causal effect for the subpopulation whose behavior was actually changed by the instrument (the "compliers"). This is not the same as the average treatment effect for the full population. Quarter of birth only shifts education for people who would otherwise have dropped out before compulsory attendance laws required them to stay — not for everyone. Understanding what population your IV result applies to is as important as getting the mechanics right.

Practice Questions 3 questions

Prerequisite Chain

Counting to 10Counting to 20Understanding ZeroThe Number ZeroCounting to FiveOne-to-One CorrespondenceCombining Small Groups Within 5Addition Within 10Addition Within 20Two-Digit Addition Without RegroupingTwo-Digit Addition with RegroupingAddition Within 100Repeated Addition as MultiplicationMultiplication Facts Within 100Division as Equal SharingDivision as Grouping (Measurement Division)Division: Grouping (Repeated Subtraction) ModelDivision: Fair Sharing ModelDivision as Equal SharingDivision as GroupingBasic Division FactsDivision Facts Within 100Two-Digit by One-Digit DivisionDivision with RemaindersRemainders and Quotients in DivisionDivision Word ProblemsIntroduction to Long DivisionFactors and MultiplesPrime and Composite NumbersEquivalent FractionsRelating Fractions and DecimalsDecimal Place ValueReading and Writing DecimalsComparing and Ordering DecimalsAdding and Subtracting DecimalsMultiplying DecimalsDividing DecimalsDividing FractionsMixed Number ArithmeticOrder of OperationsInteger Order of OperationsVariable ExpressionsCombining Like TermsOne-Step EquationsTwo-Step EquationsSolving Multi-Step EquationsEquations with Variables on Both SidesAngle Pairs: Complementary, Supplementary, and VerticalParallel Lines and TransversalsCorresponding AnglesAlternate Interior AnglesTriangle Angle Sum TheoremExterior Angle TheoremTriangle Inequality TheoremSimilar Triangles: AA SimilaritySimilar Triangles: SSS and SAS SimilarityProportions in Similar TrianglesRight Triangle Trigonometry IntroductionTrigonometric Ratios ReviewRadian MeasureConverting Between Degrees and RadiansThe Unit CircleGraphing Sine and CosineGraphing Tangent and Reciprocal Trigonometric FunctionsDerivatives of Trigonometric FunctionsAntiderivativesIndefinite IntegralsBasic Integration RulesRiemann SumsDefinite Integral DefinitionProbability Density Functions and Continuous DistributionsCumulative Distribution FunctionsContinuous Random VariablesNormal DistributionCentral Limit TheoremConfidence Intervals for MeansZ-Tests and T-Tests for MeansOne-Sample Z-Test for MeansOne-Sample and Two-Sample T-TestsOne-Way ANOVAF-Test and Joint SignificanceR-Squared and Model FitOmitted Variable BiasCausal Inference and the Identification ProblemPotential Outcomes and the Rubin Causal ModelSelection BiasInstrumental Variables

Longest path: 87 steps · 428 total prerequisite topics

Prerequisites (8)

Leads To (7)