Perceived Ability and School Choices: Experimental Evidence and Scale-up Effects

Matteo Bobba, Veronica Frisancho and Marco Pariguana

No 16-660, TSE Working Papers from Toulouse School of Economics (TSE)

Abstract: This paper explores an information intervention designed and implemented within a school assignment mechanism in Mexico City. Through a randomized experiment, we show that providing a subset of applicants with feedback about their academic perfor-mance can enhance sorting by skill across high school tracks. This reallocation effect results in higher completion rates three years post-assignment. We further integrate the experimental evaluation into an empirical model of school choice and educational out-comes to assess the impact of the intervention for the overall population of applicants. Information provision is shown to increase the ex-ante efficiency of the student-school allocation, while congestion externalities are detrimental for the equity of education outcomes.

Keywords: Information; Subjective expectations; Beliefs updating; Biased beliefs; School choice; Discrete choice models; Control function; Stable matching (search for similar items in EconPapers)
JEL-codes: D83 I21 I24 J24 (search for similar items in EconPapers)
Date: 2016-06, Revised 2024-07
New Economics Papers: this item is included in nep-dcm, nep-edu, nep-ger, nep-hrm, nep-lma and nep-ure
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Citations: View citations in EconPapers (13)

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Related works:
Working Paper: Perceived Ability and School Choices: Experimental Evidence and Scale-up Effects (2024)
Working Paper: Perceived Ability and School Choices: Experimental Evidence and Scale-up Effects (2023)
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Persistent link: https://EconPapers.repec.org/RePEc:tse:wpaper:30494

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