Information, School Choice, and Academic Achievement: Evidence from Two Experiments. NBER Working Paper No. 13623.

By Justine S. Hastings, Jeffrey M. Weinstein. 2007

913 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education

View Paper: https://www.semanticscholar.org/paper/e6848778072894d39fc7e940458e8801950ed5ea

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Citations in the corpus

Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets (2014, background): “Similarly, Hastings and Weinstein (2008) demonstrate parental responsiveness to information (when provided with school rankings, parents with high scoring alternatives nearby change their declared choice toward such higher scoring schools, leading to higher test scores).”
The Welfare Effects of Coordinated Assignment: Evidence from the New York City High School Match (2017, background): “In an influential experiment, Hastings and Weinstein (2008) show parent preferences are malleable when provided with direct information on school test-scores in Charlotte-Mecklensberg’s choice system.”
What parents want: school preferences and school choice (2009, background): “While there is likely to be a social gradient in the ability to process and comprehend this information, in the English context, differences in information are of second order relative to those reported by Hastings and Weinstein (2008). In the next Section, we present our modelling framework and des”
Student Enrollment Patterns and Achievement in Ohio’s Online Charter Schools (2017, background): “If information is costly to acquire (e.g., financially, intellectually, linguistically), lowincome families often base decisions on easy to access information (Hastings & Weinstein, 2008).”
The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance. NBER Working Paper No. 18165. (2012, neutral): “These studies have found that increased information and understanding can improve decision-making and outcomes in educational attainment (Jensen, 2010), school achievement (Nguyen, 2008; Bergman, 2012), school choice (Hastings and Weinstein, 2008), college enrollment (Dynarski and Scott-Clayton, 200”
Judging Judge Fixed Effects (2019, background): “Examples include experiments making use of a variety of information nudges to influence program take-up or enrollment (Hastings and Weinstein, 2008; Barghava and Manoli, 2015; Bergman et al., 2017) and randomized controlled trials with multiple intervention arms all aimed an increasing…”
Psychological Frictions and the Incomplete Take-Up of Social Benefits: Evidence from an IRS Field Experiment (2015, background): “…and Saez 2013; Liebman and Luttmer 2015; Karlan et al. 2015), as well as its salience (e.g., Chetty, Looney, and Kroft 2009; Finkelstein 2009) and complexity (Hastings and Weinstein 2008; Bettinger et al. 2012; Kling et al. 2012; Bhargava, Loewenstein, and Sydnor 2015) affects economic decisions.”