Students who were not surveyed for the study did not respond to the ability signal¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students who were not surveyed for the study did not respond to the ability signal, indicating the signal's effect depends on salience. → Naihobe Gonzalez 2017

Evidence¶

Naihobe Gonzalez 2017¶

Naihobe Gonzalez. (2017). How Learning About One's Ability Affects Educational Investments: Evidence from the Advanced Placement Program. Working Paper 52, Mathematica Policy Research. https://www.mathematica.org/publications/how-learning-about-ones-ability-affects-educational-investments-evidence-from-the-advanced-placement

q3 · i? · causal · r2

Null result from the regression discontinuity analysis for students not surveyed in the study: they "did not respond to the signal." The article reports no effect size or test statistic for this group; equivalence was not tested.

"However, students who were not surveyed for the study did not respond to the signal. The results suggest that ability signals can be a cost-effective way to increase educational investments, but may only work when they are made salient."

Discussion¶

Related Claims¶

• A personalized ability signal increased the probability of participating in AP classes by 49 percentage points among surveyed students — related
• Survey data indicate the ability signal had informational value, leading students to revise self-assessed ability and AP plans consistent with Bayesian learning — related
• Students who received the ability signal enrolled in and passed about one more AP course the following year — related
• The group advantage reverses when partners' abilities differ greatly, and depends on the mode of communication — related
• Students who received the personalized AP message were more likely to take an AP exam and passed a higher number of exams, making them eligible for college credit — related
• Small changes in the way information is presented can have a large impact on a person's decision to participate in a program — a broader claim this one bears on
• The voluntary/involuntary attention distinction in the embedded-processes model maps onto signaling, coherence, and split-attention principles — related