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From Immediate Acceptance to Deferred Acceptance: Effects on School Admissions and Achievement in England. Discussion Paper No. 1815

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Title: From Immediate Acceptance to Deferred Acceptance: Effects on School Admissions and Achievement in England. Discussion Paper No. 1815
Language: English
Authors: Terrier, Camille, Pathak, Parag A., Ren, Kevin, London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Source: Centre for Economic Performance. 2021.
Availability: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Peer Reviewed: N
Page Count: 61
Publication Date: 2021
Sponsoring Agency: Walton Family Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Admission (School), Socioeconomic Status, Low Income Students, Social Differences, Foreign Countries, Disadvantaged, Admission Criteria, School Districts, Educational Quality, Institutional Characteristics, Academic Achievement, Student Characteristics, Comparative Analysis, Parent Attitudes, Preferences, Competition, Elementary Secondary Education
Geographic Terms: United Kingdom (England)
ISSN: 2042-2695
Abstract: Countries and cities around the world increasingly rely on centralized systems to assign students to schools. Two algorithms, deferred acceptance (DA) and immediate acceptance (IA), are widespread. The latter is often criticized for harming disadvantaged families who fail to get access to popular schools. This paper investigates the effect of the national ban of the IA mechanism in England in 2008. Before the ban, 49 English local authorities used DA and 16 used IA. All IA local authorities switched to DA afterwards, giving rise to a cross-market difference-in-differences research design. Our results show that the elimination of IA reduces measures of school quality for low-SES students more than high-SES students. After the ban, low-SES students attend schools with lower value-added and more disadvantaged and low-achieving peers. This effect is primarily driven by a decrease in low-SES admissions at selective schools. Our findings point to an unintended consequence of the IA to DA transition: by encouraging high-SES parents to report their preferences truthfully, DA increases competition for top schools, which crowds out low-SES students.
Abstractor: As Provided
Entry Date: 2022
Accession Number: ED617277
Database: ERIC
FullText Text:
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  Data: From Immediate Acceptance to Deferred Acceptance: Effects on School Admissions and Achievement in England. Discussion Paper No. 1815
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  Data: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
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  Data: 61
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 2042-2695
– Name: Abstract
  Label: Abstract
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  Data: Countries and cities around the world increasingly rely on centralized systems to assign students to schools. Two algorithms, deferred acceptance (DA) and immediate acceptance (IA), are widespread. The latter is often criticized for harming disadvantaged families who fail to get access to popular schools. This paper investigates the effect of the national ban of the IA mechanism in England in 2008. Before the ban, 49 English local authorities used DA and 16 used IA. All IA local authorities switched to DA afterwards, giving rise to a cross-market difference-in-differences research design. Our results show that the elimination of IA reduces measures of school quality for low-SES students more than high-SES students. After the ban, low-SES students attend schools with lower value-added and more disadvantaged and low-achieving peers. This effect is primarily driven by a decrease in low-SES admissions at selective schools. Our findings point to an unintended consequence of the IA to DA transition: by encouraging high-SES parents to report their preferences truthfully, DA increases competition for top schools, which crowds out low-SES students.
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  Data: As Provided
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  Data: 2022
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  Label: Accession Number
  Group: ID
  Data: ED617277
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 61
    Subjects:
      – SubjectFull: Admission (School)
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Social Differences
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Disadvantaged
        Type: general
      – SubjectFull: Admission Criteria
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Comparative Analysis
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      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Competition
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: From Immediate Acceptance to Deferred Acceptance: Effects on School Admissions and Achievement in England. Discussion Paper No. 1815
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            NameFull: Ren, Kevin
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              Y: 2021
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              Value: 2042-2695
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