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Field
Trial Status
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Before
in_development
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After
on_going
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Last Published
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Before
October 07, 2020 09:48 AM
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After
May 28, 2021 02:06 PM
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Primary Outcomes (End Points)
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Before
Selection of research studies; Posterior beliefs about the effectiveness of education policies.
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After
For the discrete choice experiment, the primary outcomes of interest are: study choice (forced choice) and percent weight for each study. For the information experiment, the primary outcomes of interest are: posterior beliefs about the effectiveness of education policies (measured at the end of the survey and at the follow-up survey) and policy recommendations.
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Experimental Design (Public)
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Before
Discrete-choice experiment: Policymakers are presented with hypothetical scenarios in which they evaluate different research evidence to help guide policy decisions in their own local setting. Each scenario contains two potential research studies, which randomly vary along aspects of internal and external validity with the intent of creating realistic variation of study attributes.
Information experiment: The experimental design has three stages. In the first stage, I elicit policymakers’ prior beliefs by asking them to forecast the effect of an education policy in a specific setting. In the second stage of the experiment, policymakers are asked to rank their choices between different pieces of information that could be useful for making their own forecast: (1) a forecast made by researchers, (2) a forecast made by peer policymakers, or (3) no information. In the third stage, policymakers are randomly assigned to receive the researcher forecast, peer forecast, or no additional information. In the fourth stage, I re-elicit policymakers’ beliefs about the policy effect asked in the first stage.
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After
Discrete-choice experiment: Policymakers are presented with hypothetical scenarios in which they evaluate different research evidence to help guide policy decisions in their own local setting. Each scenario contains two potential research studies, which randomly vary along aspects of internal and external validity with the intent of creating realistic variation of study attributes.
Information experiment: The experimental design has three stages. In the first stage, I elicit policymakers’ prior beliefs by asking them to forecast the effect of an education policy in a specific setting. In the second stage of the experiment, policymakers are asked to rank their choices between different pieces of information that could be useful for making their own forecast: (1) a forecast made by researchers (split between a basic forecast and a forecast with explanations about research design), (2) a forecast made by peer policymakers, or (3) no information. In the third stage, policymakers are randomly assigned to receive the researcher forecast, peer forecast, or no additional information. In the fourth stage, I re-elicit policymakers’ beliefs about the policy effect asked in the first stage.
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Field
Sample size (or number of clusters) by treatment arms
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Before
667 individuals receive researcher forecast, 667 individuals receive peer forecast, and 666 receive no information (control).
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After
1000 individuals receive researcher forecast (500 with basic forecast, 500 with forecast plus explanation about research design), 500 individuals receive peer forecast, and 500 receive no information (control).
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Keyword(s)
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Before
Behavior, Education
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After
Behavior, Education
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Secondary Outcomes (End Points)
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Before
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After
For the information experiment, a secondary outcome of interest is the respondents' qualitative beliefs about what informs their poilicy views.
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