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ERIC ED574363: What's in a Name? Expectations, Heuristics and Choic...
by ERIC
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Education policy worldwide has sought to incentivize
school improvement and facilitate pupil-school matching
by introducing reforms that promote autonomy and choice.
Understanding the way in which families form preferences
during these periods of reform is crucial for evaluating
the impact of such policies. We study the effects on
choice of a recent shock to the English school system--
the academy programme--which gave existing state schools
greater autonomy, but provided limited information on
possible expected benefits. We use administrative data on
school applications for three cohorts of students to
estimate whether academy conversion changes schools'
popularity. We find that families--particularly non-poor,
White British ones--rank converted schools higher on
average. Expected changes in composition, effectiveness
and other school policies cannot explain this updating of
preferences. Instead, the patterns suggest that families
combine the signal of conversion with prior information
on quality, popularity and proximity as a heuristic for
assessing a school's expected future performance. The
following are appended: (1) Robustness checks; and (2)
Estimating Academies' Effectiveness using Legacy Enrolled
Pupils. [This paper was produced as part of the Centre
for Economic Performance's Education and Skills
Programme.]
Date Published: 2017-07-03 21:19:52
Identifier: ERIC_ED574363
Item Size: 38306227
Language: english
Media Type: texts
# Topics
[1|ERIC Archive; Educational Policy; Edu...|/~bencollver/ia/search/%09subject:(…
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