Procedural Information as a “Game Changer” in School Choice

Abstract

This article explores the impact of procedural information on the behavior of students under two school admission procedures commonly used in the US, the EU, and other jurisdictions: the Gale–Shapley mechanism and the Boston mechanism. In a lab experiment, I compare the impact of information about the mechanism, information about individually optimal application strategies, and information about both. I find that strategic and full information increases truth-telling and stability under the Gale–Shapley mechanism. Under the Boston mechanism, however, the adoption of equilibrium strategies remains unaffected. Contrary to the prevailing assumptions in matching theory, the Boston mechanism improves perceived fairness. These results underscore the importance of procedural transparency and suggest that eliminating justified envy may not be sufficient to foster fairness and mitigate litigation risks.