Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/253474 
Year of Publication: 
2020
Citation: 
[Journal:] Theoretical Economics [ISSN:] 1555-7561 [Volume:] 15 [Issue:] 3 [Publisher:] The Econometric Society [Place:] New Haven, CT [Year:] 2020 [Pages:] 1095-1133
Publisher: 
The Econometric Society, New Haven, CT
Abstract: 
We generalize standard school choice models to allow for interdependent preferences and differentially-informed students. We show that in general, the commonly-used deferred acceptance mechanism is no longer strategy-proof, the outcome is not stable, and may make less informed students worse off. We attribute these results to curse of acceptance. However, we also show that if priorities are designed appropriately, positive results are recovered: equilibrium strategies are simple, the outcome is stable, and less informed students are protected from the curse of acceptance. Our results have implications for the current debate over priority design in school choice.
Subjects: 
Matching
stability
asymmetric information
JEL: 
C78
D47
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by-nc Logo
Document Type: 
Article

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