Informing School-Choosing Families about Their Options: A Field Experiment from New Orleans

Autor/inn/en	Valant, Jon; Weixler, Lindsay H.
Titel	Informing School-Choosing Families about Their Options: A Field Experiment from New Orleans
Quelle	In: Educational Evaluation and Policy Analysis, 44 (2022) 4, S.608-637 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737221086305
Schlagwörter	School Choice; High School Students; Parent Attitudes; Students with Disabilities; Preschool Education; Kindergarten; Grade 9; Educational Policy; Urban Areas; Printed Materials; Information Sources; Educational Change; Admission (School); Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Elternverhalten; Disability; Disabilities; Behinderung; Pre-school education; Vorschulerziehung; School year 09; 9. Schuljahr; Schuljahr 09; Politics of education; Bildungspolitik; Urban area; Stadtregion; Information source; Informationsquelle; Bildungsreform
Abstract	We conducted a randomized controlled trial to assess the effects of providing information to families as they choose schools. Likely applicants to prekindergarten, kindergarten, and ninth grade were assigned to one of three groups. A "growth" group received lists (via U.S. mail, email, and text message) of the highest performing schools they could request. A "distance" group received lists of schools in their home geographic zone. A "control" group did not see any schools highlighted. The growth treatment led applicants to request more high-growth schools, with the strongest effects for high school choosers and families of students with disabilities. In addition, applicants' first-choice requests appeared less malleable than their lower ranked requests. The distance treatment had only modest effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01