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Creators/Authors contains: "Dizon-Ross, Rebecca"

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  1. ; ; (, American Economic Journal: Applied Economics)
    We conduct two experiments to identify the value parents place on equality of opportunity when investing in children. The experiments exogenously vary short-run returns to educational investments to identify the weight placed on equalizing “opportunity” (child-level investment) relative to maximizing “returns” (total household earnings) or to equalizing “outcomes” (child-level expected earnings). While parents in both experiments place some weight on maximizing returns, they also display a strong preference for equalizing opportunities and are willing to forgo 15–45 percent of their earnings to do so. Parents in higher-income countries also care about equalizing outcomes, while parents in lower-income countries do not. (JEL D63, J12, J13, O15) 
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    Free, publicly-accessible full text available July 1, 2026
  2. ; (, American Economic Review)
    How does the expectation that a child will receive government benefits in adulthood affect parental investments in the child’s human capital? Most parents whose children receive Supplemental Security Income (SSI) benefits overestimate the likelihood that their child will receive SSI benefits in adulthood. We present randomly selected families with the predicted likelihood that their child will receive SSI benefits in adulthood. Reducing parents’ expectations that children will receive benefits in adulthood does not increase investments in children’s human capital. This zero effect is precisely estimated. Likely explanations include parents working more themselves, nonfinancial goals influencing investment, and families facing investment constraints. (JEL G52, I26, I38, J13, J24, J31) 
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  3. (, American Economic Review)
    Schools worldwide distribute information to parents about their children’s academic performance. Do frictions prevent parents, particularly low-income parents, from accessing this information to make decisions? A field experiment in Malawi shows that, at baseline, parents’ beliefs about their children’s academic performance are often inaccurate. Providing parents with clear, digestible performance information causes them to update their beliefs and adjust their investments: they increase the school enrollment of their higher-performing children, decrease the enrollment of lower-performing children, and choose educational inputs that are more closely matched to their children’s academic level. Heterogeneity analysis suggests information frictions are worse among the poor. (JEL C93, D83, I21, I24, J13, O15) 
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