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Field Before After
Last Published September 16, 2019 01:54 PM September 16, 2019 02:51 PM
Primary Outcomes (End Points) - Aspirations (whether to study, strength of preference, valuation of fields/preferred fields or occupations, maximum willingness to move) - Potential Disagreement (perceived disagreement with respect to aspirations) - Actual Decisions (following aspirations above, such as whether studying or not, which subject/occupation chosen, distance from home) - Career Aspirations - Actual Career Choices
Primary Outcomes (Explanation) Potential Disagreement will be constructed by combining students' own aspirations and their perceptions of what their parents desire. E.g. when a student aspires to pursue undergraduate studies but thinks their parents desire him/her to do vocational training, this would be coded as perceived disagreement. Similarly, disagreement when it comes to distance (in total kilometers or deviation by 50, 100, 200km or more), subjects (top ranked fields of study/ occupational fields) can be constructed see pre-analysis plan for more details.
Randomization Method Randomization done in office by a computer see pre-analysis plan.
Randomization Unit Individual see pre-analysis plan.
Sample size (or number of clusters) by treatment arms 375 each. see pre-analysis plan.
Power calculation: Minimum Detectable Effect Size for Main Outcomes - Outcomes measured in percentages/ shares (such as share desiring to study): 10 percentage points (assuming control group share of 50%) - Outcomes measured on 0 to 100 scale (such as strength of preference for studying, valuation of subjects): 4.3 points [based on sd of 21 in pilot. When assuming sd of 35 MDE increases to 7.2] - Continuous outcomes such as maximum willingness to move: ca. 53 kilometers [based on standard deviation of 260] see pre-analysis plan.
Secondary Outcomes (End Points) - Disagreement (actual) - Accuracy of parental beliefs (of whether child desires to study) see pre-analysis plan for more details.
Secondary Outcomes (Explanation) Actual disagreement is constructed as described above for perceived disagreement, with the only difference being that students' perceptions are substituted by parents' actual stated aspirations (the problem is that for this purpose, parents actually need to participate). see pre-analysis plan for more details.
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