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

Author

Listed:
  • 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)

  • Veronica Frisancho

    (Auteur indépendant)

  • Marco Pariguana

    (The University of Edinburgh)

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.

Suggested Citation

  • Matteo Bobba & Veronica Frisancho & Marco Pariguana, 2024. "Perceived Ability and School Choices: Experimental Evidence and Scale-up Effects," Working Papers hal-05086384, HAL.
    • Handle: RePEc:hal:wpaper:hal-05086384
    Note: View the original document on HAL open archive server: https://hal.science/hal-05086384v1
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