| Field | Before | After |
|---|---|---|
| Field Trial Status | Before on_going | After completed |
| Field Last Published | Before March 22, 2017 05:27 PM | After November 02, 2018 10:30 AM |
| Field Study Withdrawn | Before | After No |
| Field Intervention Completion Date | Before | After November 30, 2016 |
| Field Data Collection Complete | Before | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After N/A, not a clustered design |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Final Sample Size: Total Number of Observations | Before | After 3,500 parents/choosers |
| Field Final Sample Size (or Number of Clusters) by Treatment Arms | Before | After 3,500 parents, approximately 48 per treatment arm (factorial experiment had 72 treatment arms) |
| Field Is there a restricted access data set available on request? | Before | After No |
| Field Program Files | Before | After No |
| Field Data Collection Completion Date | Before | After November 30, 2016 |
| Field Is data available for public use? | Before | After No |
| Field Keyword(s) | Before Education, Environment And Energy | After Education |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After We conducted a randomized factorial experiment to determine how displaying school information to parents in different ways might affect what schools they choose for their children. In a sample of 3,500 low-income parents of school-aged children, we found that a small nudge, such as changing the default order in which schools were presented, could induce meaningful changes in the types of schools selected. Specifically, changing the default sort order from distance-from-home to academic performance resulted in parents choosing schools with higher academic performance. The academic performance of the average school selected was 5 percentile points higher, equivalent to 0.20 standard deviations. The change in sort order also led parents to choose schools that were more than half a mile farther from home (2.3 versus 1.7 miles, on average). Other design choices such as using icons to represent data, instead of graphs or just numbers, or presenting concise summaries instead of detailed displays, also led parents to choose schools with higher academic performance. We also examined effects of information display strategies on parents’ understanding of the information and their self-reported satisfaction and ease of use. In some cases, there were trade-offs. For example, representing data using only numbers maximized understanding, but adding graphs maximized satisfaction at the expense of understanding. |
| Field Paper Citation | Before | After Glazerman, Steven, Ira Nichols-Barrer, Jon Valant, Jesse Chandler, and Alyson Burnett. "Nudging Parents to Choose Better Schools: The Importance of School Choice Architecture" Washington, DC: Mathematica Policy Research, Working Paper No. 65, November 2018. |
| Field Paper URL | Before | After https://mathematica-mpr.com/our-publications-and-findings/publications/nudging-parents-to-choose-better-schools-the-importance-of-school-choice-architecture?MPRSource=TCSide |