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

Matteo Bobba (), Veronica Frisancho and Marco Pariguana
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Matteo Bobba: TSE-R - Toulouse School of Economics - UT Capitole - Université Toulouse Capitole - UT - Université de Toulouse - EHESS - École des hautes études en sciences sociales - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement
Marco Pariguana: The University of Edinburgh

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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; Bayesian updating; Biased beliefs; School choice (search for similar items in EconPapers)
Date: 2024-07-15
Note: View the original document on HAL open archive server: https://hal.science/hal-05086384v1
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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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