Perceived Ability and School Choices: Experimental Evidence and Scale-up Effects

dc.contributor.author	Bobba, Matteo
dc.contributor.author	Frisancho, Verónica
dc.contributor.author	Pariguana, Marco
dc.coverage.spatial	México	es_ES
dc.date.accessioned	2025-10-31T18:24:19Z
dc.date.available	2025-10-31T18:24:19Z
dc.date.issued	2025-10-31
dc.description.tableofcontents	This paper explores an information intervention designed and implemented within a school assignment mechanism in Mexico City. Through a randomized experiment, we show that providing a subset of applicants with feedback about their academic performance can enhance sorting by skill across high school tracks. We embed the experimental variation into an empirical model of schooling choice and outcomes to assess the impact of the intervention for the overall population of applicants. Feedback provision is shown to increase the efficiency of the student school allocation, while congestion externalities are detrimental for the equity of downstream education outcomes.	es_ES
dc.identifier.citation	Bobba, M., Frisancho, V., & Pariguana, M. (2025, October 31). Perceived Ability and School Choices: Experimental Evidence and Scale-up Effects. Retrieved from https://scioteca.caf.com/handle/123456789/2538	en_GB
dc.identifier.uri	https://scioteca.caf.com/handle/123456789/2538
dc.language.iso	en	es_ES
dc.subject	Educación	es_ES
dc.subject	Sector académico
dc.subject	Estudiantes
dc.subject	Docentes
dc.subject	Ciencia conductual
dc.title	Perceived Ability and School Choices: Experimental Evidence and Scale-up Effects	es_ES
dc.type	workingPaper	es_ES

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