Are the Effects of Informational Interventions Driven by Salience?

@article{Bettinger2020AreTE,
  title={Are the Effects of Informational Interventions Driven by Salience?},
  author={Eric Bettinger and Nina Cunha and Guilherme Lichand and Ricardo A. Madeira},
  journal={Randomized Social Experiments eJournal},
  year={2020}
}
Informational interventions have been shown to significantly change behavior across a variety of settings. Is that because they lead subjects to merely update beliefs in the right direction? Or, alternatively, is it to a large extent because they increase the salience of the decision they target, affecting behavior even in the absence of inputs for belief updating? We study this question in the context of an informational intervention with school parents in Brazil. We randomly assign parents to… Expand
Behavioral Nudges Prevent Student Dropouts in the Pandemic
The impacts of COVID-19 reach far beyond the hundreds of thousands of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown.Expand
Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to Covid-19 using mobile phones
  • S. Wolf
  • AEA Randomized Controlled Trials
  • 2020
While recent evidence from Brazil and Ivory Coast suggests that SMS messages to nudge parents' engagement in their children's education can improve on educational outcomes, the Covid-19 pandemicExpand
Arm-wrestling in the classroom: the non-monotonic effects of monitoring teachers
Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or evenExpand
The Psychological Effects of Poverty on Investments in Children’s Human Capital
Do poor parents respond inefficiently to future returns on investments, even when they would have the financial means to invest optimally? Combining multiple experiments, we document that whenExpand
Reminders as a Tool for Behavior Change
In a world where everyone wants our attention, reminders and notifications are omnipresent. It is evident that reminders work. They steer our attention towards a particular decision, and in manyExpand
Learning in the Time of a Pandemic and Implications for Returning to School: Effects of COVID-19 in Ghana
The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed andExpand
Pairing facts with imagined consequences improves pandemic-related risk perception
TLDR
A fast and feasible online intervention that effectively changed beliefs and intentions about risky behaviors is described that improved perceived risk and reduced willingness to engage in risky activities, both immediately and after a 1- to 3-wk delay. Expand
Increasing the Take-up of Public Health Services: An Experiment on Nudges and Digital Tools in Uruguay
In this paper, we test whether promoting digital government tools increases the take-up of an important public health prevention service: cervical cancer screening. We implemented an at-scale fieldExpand
Earnings Information and Public Preferences for University Tuition: Evidence from Representative Experiments
Higher education finance depends on the public’s preferences for charging tuition, which may be partly based on beliefs about the university earnings premium. To test whether public support forExpand

References

SHOWING 1-10 OF 93 REFERENCES
Parental Monitoring and Children&Apos;S Internet Use: The Role of Information, Control, and Cues
This paper explores how asymmetric information between parents and children and direct parental controls can influence children’s internet use in Chile. We designed and implemented a set ofExpand
Leveraging Technology to Engage Parents at Scale: Evidence from a Randomized Controlled Trial
TLDR
The intervention appears to change parents’ beliefs about their child’s performance and increases parent monitoring, and the results show that this type of automated technology can improve student effort relatively cheaply and at scale. Expand
Going to a Better School: Effects and Behavioral Responses
This paper: i) estimates the effect that going to a better school has on students' academic achievement, and ii) explores whether this intervention induces behavioral responses on the part ofExpand
The Underutilized Potential of Teacher-to-Parent Communication: Evidence from a Field Experiment
Parental involvement is correlated with student performance, though the causal relationship is less well established. This experiment examined an intervention that delivered weekly one-sentenceExpand
Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools
The evidence that productivity varies greatly across teachers has given rise to the idea that student achievement data should be included in performance evaluation, despite limited empirical evidenceExpand
Getting Parents Involved: A Field Experiment in Deprived Schools
This article provides evidence that schools can influence parents' involvement in education, and this has causal effects on pupils' behaviour. Furthermore, it shows how the impact of more involvedExpand
A national experiment reveals where a growth mindset improves achievement
TLDR
A US national experiment showed that a short, online, self-administered growth mindset intervention can increase adolescents’ grades and advanced course-taking, and identified the types of school that were poised to benefit the most. Expand
The Effect of Teacher–Family Communication on Student Engagement: Evidence From a Randomized Field Experiment
Abstract In this study, we evaluate the efficacy of teacher communication with parents and students as a means of increasing student engagement. We estimate the causal effect of teacher communicationExpand
Parents’ Beliefs about Their Children’s Academic Ability: Implications for Educational Investments
Schools worldwide distribute information to parents about their children’s academic performance. Do frictions prevent parents, particularly low-income parents, from accessing this information to makeExpand
Reducing parent-school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile
Schools around the world routinely collect high frequency data on student outcomes like absenteeism, grades, and student conduct, all strong predictors of grade repetition and school dropout. YetExpand
...
1
2
3
4
5
...