Campos’s methodology is dense and multi-faceted and defies easy summary. On the school side, he constructs measures of school quality (based on numerous academic factors) and peer quality (that is, the composition of students in receiving high schools according to their individual academic achievement). One the family side, he surveys parents of eighth grade ZOC students prior to them submitting their ranked choice lists for high school in order to determine their beliefs about school and peer quality compared to the actual rankings he devises. At the information side—the real innovation here—Campos constructs a protocol to vary the type and amount of direct information that families receive about school and peer quality for all the schools from which they can choose. This is compare to information receive from other families and through other informal sources.
Finally, he compares all that pre
Choice information to the Dominican Republic Phone Number List select, the high schools ultimately attend, and (icing on the cake) the outcomes for ZOC students base on the new understanding of the choices and how they are made. The results of all these layers of interrelate analyses are also very detail. Pre-choice survey data show that families tend to underestimate schools’ academic quality, overestimate their peer quality, and that their estimates were least accurate regarding schools they preferr the least. All of these tendencies combine to induce what the report calls “mistakes” on ZOC applications. That is, in a scenario without these biases—pure information about school and peer quality—his models show that parents would rank schools differently.
However, families
Are motivate to choose by the Germany Phone Number List information they receive, right or wrong. Families who received more information, especially those who receive it directly from Campos, chose higher-quality schools; those who did not receive direct information but heard about school quality from their Campos-informed neighbors also chose higher-quality schools. It’s not as simple as a quick summary makes it sound, but overall, Campos writes, “the experiment provides robust evidence that when properly informed, families make choices in a way that is consistent with rewarding effective schools and that social interactions are important mediators governing changes in demand.” In previous research, he has noted that ZOC is nearly ideal at offering enough options without overwhelming parents and at providing them with the highest-quality information possible.
