School Markets:  The Impact of Information Approximating Schools' Effectiveness

Mizala, Alejandra; Urquiola, Miguel

doi:10.3386/w13676

Cited by 66 publications

(82 citation statements)

References 29 publications

(23 reference statements)

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“…2 Nguyen (2008), Jensen (2010) provide evidence on the effects of providing information about population-average returns to education, while Attanasio and Kaufmann (2014), Kaufmann (2014), , , Hastings, Neilson, and Zimmerman (2015) more narrowly focus on the role of subjective beliefs about future earnings. Hastings and Weinstein (2008), Mizala and Urquiola (2013) document the role of providing information about school quality. More recently, Andrabi, Das, and Khwaja (2016) evaluates a bundled intervention that provides individual performance information to households with school age-children and average school performance to both households and schools.…”

Section: Introductionmentioning

confidence: 99%

Learning about Oneself: The Effects of Performance Feedback on School Choice

Bobba

Frisancho

2016

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work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent.http://www.iadb.org 2016 Abstract * This paper designs and implements a field experiment that provides students from less advantaged backgrounds with individualized feedback on academic performance during the transition from middle to high school. The intervention reduces the gap between expected and actual performance, as well as shrinks the variance of individual ability distributions. Guided by a simple Bayesian model, the paper empirically documents the interplay between variance reductions and mean changes of beliefs in shaping curricular choices. The shift in revealed preferences on high school tracks enabled by the intervention affects schooling trajectories, with better-performing students being assigned into more academically oriented options.JEL classifications: D83, I21, I24, J24

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Section: Introductionmentioning

confidence: 99%

Learning about Oneself: The Effects of Performance Feedback on School Choice

Bobba

Frisancho

2016

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“…Camargo et al (2017) and Mizala and Urquiola (2013) use a regression discontinuity design where information is revealed for some schools that pass a threshold; in both these cases, information is only partially revealed. Mizala and Urquiola (2013), for example, study an environment where there is already extensive test score information on all schools and parents receive an extra signal on some schools and no signal on others.…”

mentioning

confidence: 99%

Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets

Andrabi

Das

Khwaja

2017

American Economic Review

194

159

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We study the impact of providing school report cards with test scores on subsequent test scores, prices, and enrollment in markets with multiple public and private providers. A randomly selected half of our sample villages (markets) received report cards. This increased test scores by 0.11 standard deviations, decreased private school fees by 17 percent, and increased primary enrollment by 4.5 percent. Heterogeneity in the treatment impact by initial school test scores is consistent with canonical models of asymmetric information. Information provision facilitates better comparisons across providers, and improves market efficiency and child welfare through higher test scores, higher enrollment, and lower fees. (JEL D83, H75, I21, I28, O15, O18)

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“…26 It might be a focus on particular curriculum (e.g., Afro-centric course or emphasis on visual arts), or a particular method of instruction (say, Montessori), or some other considerations like school peer group (Schneider and Buckley, 2002) or school safety. It is also possible that lack of adequate information or an inability to distinguish between effective and ineffective schools is an important factor, -recent studies have started to look at whether parents have enough information to allow them to play the consumer role effectively (Hastings and Weinstein, 2007;Mizala and Urquiola, 2007). Notes: See specification (1) in the text.…”

Section: Resultsmentioning

confidence: 99%

Do Charter Schools Crowd Out Private School Enrollment? Evidence from Michigan

Chakrabarti

Roy

2010

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractCharter schools have been one of the most important dimensions of recent school reform measures in the United States. Currently, there are more than 4,500 charter schools spread across forty U.S. states and the District of Columbia. Though there have been numerous studies on the effects of charter schools, these have mostly been confined to analyzing the effects on student achievement, student demographic composition, parental satisfaction, and the competitive effects on regular public schools. This study departs from the existing literature by investigating the effect of charter schools on enrollment in private schools.To investigate this issue empirically, we focus on the state of Michigan, where there was a significant spread of charter schools in the 1990s. Using data on private school enrollment from decennial censuses and biennial National Center for Education Statistics private school surveys, and using a fixed-effects as well as instrumental-variables strategy that exploits exogenous variation from Michigan charter law, we investigate the effect of charter school penetration on private school enrollment. We find some evidence of a decline in enrollment in private schools -but the effect is only modest in size. This finding is reasonably robust, and survives several robustness checks.

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School Markets: The Impact of Information Approximating Schools' Effectiveness

Cited by 66 publications

References 29 publications

Learning about Oneself: The Effects of Performance Feedback on School Choice

Learning about Oneself: The Effects of Performance Feedback on School Choice

Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets

Do Charter Schools Crowd Out Private School Enrollment? Evidence from Michigan

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