- Jon Valant
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In order for school choice reforms to fulfill their potential, school choosers must be informed about their options. We conducted a randomized controlled trial during the school choice application period in New Orleans to assess the effects of providing information to parents. Families with children entering pre-K, kindergarten, or ninth grade were assigned to one of two treatment groups or a control group. A “performance” group received lists of the highest-performing schools or programs available (via U.S. mail, email, and text message). A “neighborhood” group received lists of the schools or programs in their home geographic zone. We find that the performance treatment made applicants significantly more likely to request high-performing schools, though the effects were concentrated among high school choosers. The performance treatment had especially strong effects among families of students with disabilities. The neighborhood treatment had only modest effects. We consider these findings in the context of questions about the role of information in school choice markets, as well as which families may be in particular need of support.
Black and poor students are suspended from U.S. schools at higher rates than white and non-poor students. While the existence of these disparities has been clear, the causes of the disparities have not. We use a novel dataset to examine how and where discipline disparities arise. By comparing the punishments given to black and white (or poor and non-poor) students who fight one another, we address a selection challenge that has kept prior studies from identifying discrimination in student discipline. We find that black and poor students are, in fact, punished more harshly than the students with whom they fight.
The early childhood enrollment process involves searching for programs, applying, verifying eligibility(for publicly funded seats), and enrolling. Many families do not complete the process. We conducted a randomized controlled trial to assess strategies for communicating with families as they verify eligibility. Working with administrators in New Orleans, we randomly assigned families to receive either: (1) the district’s usual, modest communications, (2) the usual communications plus weekly text-message reminders formal in tone, or (3) the usual communications plus weekly text-messages reminders friendly and personal in tone. Text-message reminders increased verification rates by seven percentage points (regardless of tone), and personalized messages increased enrollment rates for some groups. The exchanges between parents and administrators reveal the key obstacles that parents confronted.