We investigate whether providing citizens with information about their state’s relative educational performance affects satisfaction with education policy, and policy support for increased comparative educational testing. Survey respondents are randomized into five experimental groups, and complete five consecutive stages. In stage 1, they state the importance of cross-state comparability of educational performance. In stage 2, they estimate the rank of their state in the latest comparative math-achievement test. In stage 3 and 4, respondents state their satisfaction with their state’s education policy, and support for the policy proposal to enhance comparative educational testing. In group 1, respondents answer these two questions without any further information. In groups 2 and 3, they receive information about their state’s relative educational performance. In groups 4 and 5, respondents have the option to retrieve this educational-performance information through clicking on a link. In stage 5, all respondents estimate the share of state parliamentarians who support the policy proposal to enhance comparative educational testing.
We implemented a second, independently randomized, experiment when eliciting policy support in stage 4. Before answering this question, half of respondents are informed that the average answer will be forwarded to their state politicians. This allows us to assess whether highlighting the consequentiality of the survey answers affects answering behaviour.