Heterogeneous Preferences and the Efficacy of Public School Choice

By Justine S. Hastings, Thomas J. Kane, Douglas O. Staiger. 2008

266 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b01ad01d1edbca1cbaa8180e96d320c4f5c61b32

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Citations in the corpus

School Segregation, Educational Attainment and Crime Evidence from the end of busing in Charlotte-Mecklenburg (2014, background): “Enrollment was subject to capacity constraints, and schools that were oversubscribed had admission determined by lottery (Hastings et al. 2008; Deming 2011; Deming et al. 2011).”
Do Parents Value School Effectiveness? (2020, methodology): “The latter result contrasts with studies reporting no average test score impact of attending preferred schools (Cullen et al., 2006; Hastings et al., 2009).”
The Elite Illusion: Achievement Effects at Boston and New York Exam Schools (2011, background): “At the same time, it is clear that differences in achievement levels can be a highly misleading guide to value-added, a possibility suggested by theoretical and empirical analyses in Rothstein (2006), Hastings, Kane, and Staiger (2009), and MacLeod and Urquiola (2009), among others.”
Beyond Truth-Telling: Preference Estimation with Centralized School Choice and College Admissions (2019, methodology): “Sources: [1] Abdulkadiroğlu, Angrist and Pathak (2014); [2] Pathak and Sönmez (2013); [3] Salonen (2014); [4] Ajayi (2017); [5] Hiller and Tercieux (2014); [6] Pop-Eleches and Urquiola (2013); [7] Teo, Sethuraman and Tan (2001); [8] Balinski and Sönmez (1999); [9] Akyol and Krishna (2017); [10] V”
The Welfare Effects of Coordinated Assignment: Evidence from the New York City High School Match (2017, background): “In contrast, Hastings, Kane, and Staiger (2009) report that higher-SES families are more likely to choose higher-performing schools than lower-SES ones based on stated reports under Charlotte’s school choice plan.”