When Do Informational Interventions Work? Experimental Evidence from New York City High School Choice
When Do Informational Interventions Work? Experimental Evidence from New York City High School Choice
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信息干预何时起作用？
DOI：
10.2139/ssrn.4016109
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Carolyn Sattin
中科院分区：
文献类型：
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作者：
Sarah R. Cohodes;S. Corcoran;J. Jennings;Carolyn Sattin
尽管有证据表明，信息干预可以影响K-12学校的选择，我们知道的机制，通过它们的工作和产生异质性的学生反应的因素很少。通过在纽约市473所中学为115，000名八年级学生进行的学校级随机对照试验，我们评估了三种辅导员提供的信息干预措施，旨在帮助学生避免低毕业高中，但在个人定制水平和交付模式（纸质或在线）方面有所不同。每一项干预措施都降低了低毕业率学校（低于城市75%的中位数）的申请和入学可能性。与可定制的数字格式相比，简化的纸质干预措施具有最大的影响，并且在亚组之间产生的效果异质性较低。干预措施发挥作用的一个关键机制是通过新的信息取代学生默认的第一选择学校，这些学校毕业率低，入学有保证。我们的结论是，信息干预，以支持学校的选择，可以有效地实施规模通过学校辅导员，但干预设计可能会导致差异，谁从事，后果不平等。
Despite evidence that informational interventions can influence K–12 school choices, we know little about the mechanisms through which they work and the factors that produce heterogeneity in student responses. Through a school-level randomized controlled trial conducted in 473 New York City middle schools serving 115,000 eighth graders, we evaluated three counselor-delivered informational interventions that were designed to help students avoid low-graduation high schools, but differed in their level of individual customization and mode of delivery (paper or online). Every intervention reduced likelihood of application to and enrollment in low-graduation-rate schools (those below the city median of 75%). Simplified paper interventions had the largest impacts and produced lower heterogeneity in effects across subgroups than customizable digital formats. A key mechanism by which interventions worked was through new information replacing students’ default first-choice schools that had low graduation rates and guaranteed admission. We conclude that informational interventions to support school choice can be effectively implemented at scale via school counselors, but that intervention design can lead to differences in who engages, with consequences for inequality.