Five school-information design factors each showed impacts on parents' knowledge, attitudes, or choice behavior¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2018 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In a factorial experiment with low-income parents, each of five design factors for presenting school information showed effects on knowledge about schools, attitudes about using the online chooser tool, or school choice behavior. → Steven Glazerman 2018

Evidence¶

Steven Glazerman 2018¶

Steven Glazerman, Ira Nichols-Barrer, Jon Valant, Jesse Chandler, Alyson Burnett. (2018). Nudging Parents to Choose Better Schools: The Importance of School Choice Architecture. Working Paper 65. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/nudging-parents-to-choose-better-schools-the-importance-of-school-choice-architecture

q3 · i? · causal · r?

The study's summary states it "examined the effects of five design factors on knowledge about the schools, attitudes about using the online school chooser tool, and school choice behavior" and "found evidence of impacts on each factor on many of these outcomes." No per-factor effect sizes are printed in the supplied text.

"The study examined the effects of five design factors on knowledge about the schools, attitudes about using the online school chooser tool, and school choice behavior. We found evidence of impacts on each factor on many of these outcomes"

Discussion¶

Related Claims¶

• Changing the default order in which schools are presented induces meaningful changes in the types of schools low-income parents choose — a narrower finding that bears on this claim
• Displaying data with icons or concise summaries led parents to choose schools with higher academic performance than graphs, numbers, or detailed displays — a narrower finding that bears on this claim
• For a 72-arm factorial experiment (five factors with two or three levels each), a classical experiment requires nearly twice the sample size of a Bayesian experiment for a given MDE — related
• Setting the default sort order to academic performance instead of distance from home induces parents to choose academically higher performing schools — a narrower finding that bears on this claim
• Display design affected parents' understanding of school information and their self-reported satisfaction and ease of use — a narrower finding that bears on this claim
• Traditional statistical inference methods may require prohibitively large sample sizes for complex factorial experiments — related
• Bayesian factorial analysis controls the risk of false positives from multiple comparisons while increasing precision — related
• How school information is presented can affect how parents rank their school choices — a broader claim this one bears on
• FEIP implementation was associated with improvements in parents' knowledge and attitudes about family engagement and their uptake of family engagement supports — related
• Commuting distance, school demographics, and academics play important roles in parents' school choices in Washington, DC — related
• Number-only displays maximized parents' understanding while graphs maximized satisfaction at the expense of understanding — a narrower finding that bears on this claim
• The way school information is presented to parents affects how that information is understood, perceived, and used, according to the study behind the guide — related
• Reporting the number of points possible for each metric led to better understanding of how the STAR score is calculated — a narrower finding that bears on this claim