Identifying Return to Schooling in Constrained School Choice
Abstract/Contents
- Abstract
- A growing number of educational institutions use centralized assignment mechanisms to allocate students into programs in a way that reflects student preferences and institution priorities. When the choice set of students is constrained, being truthful is no longer a weakly dominant strategy for students, so they may decide to be strategic. In this paper, we provide an identification approach to construct informative sharp bounds on the effect of the program-institution of graduation on later outcomes when students are not necessarily truth-tellers but are still playing undominated strategies.
Description
| Type of resource | text |
|---|---|
| Date created | July 13, 2021 |
Creators/Contributors
| Author | Bertanha, Marinho |
|---|---|
| Author | Luflade, Margaux |
| Author | Mourifie, Ismael |
| Organizer of meeting | Santos, Andres |
| Organizer of meeting | Shaikh, Azeem |
| Organizer of meeting | Wolak, Frank |
Subjects
| Subject | constrained school choice |
|---|---|
| Subject | matching |
| Subject | truth-telling |
| Subject | misreporting |
| Subject | partial identification |
| Subject | causal inference |
| Subject | regression iscontinuity. |
| Genre | Text |
| Genre | Working paper |
| Genre | Grey literature |
Bibliographic information
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- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution 4.0 International license (CC BY).
Preferred citation
- Preferred citation
- Bertanha, M., Luflade, M., and Mourifie, I. (2022). Identifying Return to Schooling in Constrained School Choice. Stanford Digital Repository. Available at https://purl.stanford.edu/cx648xn7015
Collection
SITE Conference 2021
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- siteworkshop@stanford.edu
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