We design and implement a field experiment that provides students from less advantaged backgrounds with individualized feedback on academic performance during the transition from middle to high school. The intervention reduces the gap between expected and actual performance, as well as shrinks the variance of the individual belief distributions. Guided by a simple Bayesian model, we empirically document the interplay between variance reductions and mean changes of beliefs about students’ own academic ability in shaping curricular choices. The shift in revealed preferences over high school tracks enabled by the intervention affects schooling trajectories, with better performing students being assigned into more academically oriented options.
pdf : 731.37 KB
available also in : en
731.37 KB (pdf)
downloaded 0 times
on the same topicVidéopublished on01 Jun 2019Institutional documentpublished on01 May 2019Research documentpublished on01 Jan 2019Institutional documentpublished on01 Sep 2018Research documentpublished on01 Sep 2018Vidéopublished on01 Jul 2018
from the same collectionResearch documentpublished on01 Jun 2019Research documentThe Interplay between Women’s Earnings and the Income Distribution: A Cross-National Analysis of Latin American and Anglophone Countriespublished on01 Jun 2019Research documentpublished on01 Apr 2019Research documentpublished on01 Apr 2019Research documentpublished on01 Mar 2019Research documentpublished on01 Mar 2019