Can Social Information Affect What Job You Choose and Keep?
通过一项针对数千名“为美国而教”项目申请者的实地实验，发现告知上一年的入学率会显著提高他们接受教职、完成培训、入职并留任第二年的概率，且该影响具有持续性。
We show that the provision of social information influences a high-stakes decision and this influence persists over time. In a field experiment involving thousands of admits to Teach For America, those told about the previous year's matriculation rate are more likely to accept a teaching job, complete training, start, and return a second year. To show robustness, we develop a simple theory that identifies subgroups where we expect larger treatment effects and find our effect is larger in those subgroups. That social information can have a powerful, persistent effect on high-stakes behavior broadens its relevance for policy and theory.