TABLE V.
Effect of Public Treatment on Sign-up Decision: By Importance of Popularity
| (1) | (2) | (3) | (4) | (5) | (6) | |
|---|---|---|---|---|---|---|
| Dependent variable | Dummy: student signed up for the SAT prep course | |||||
| Public*Not important to be popular (A) |
−0.0425 | −0.0518 | −0.0483 | −0.0044 | −0.0220 | −0.0215 |
| [0.053] | [0.054] | [0.054] | [0.045] | [0.043] | [0.043] | |
| Public*Important to be popular (B) |
−0.1972*** | −0.2005*** | −0.2156*** | 0.0494 | 0.0609 | 0.0605 |
| [0.063] | [0.064] | [0.062] | [0.044] | [0.047] | [0.047] | |
| Important to be popular dummy |
0.1049* | 0.1347** | 0.1480*** | 0.0222 | 0.0113 | 0.0084 |
| [0.055] | [0.055] | [0.055] | [0.050] | [0.053] | [0.051] | |
| Inference robustness (p-values) for (A) | ||||||
| Robust standard errors | .427 | .335 | .367 | .922 | .606 | .619 |
| Wild bootstrap | .440 | .326 | .364 | .888 | .582 | .602 |
| Permutation test | .448 | .345 | .385 | .933 | .612 | .296 |
| Inference robustness (p-values) for (B) | ||||||
| Robust standard errors | .002 | .002 | .001 | .264 | .198 | .197 |
| Wild bootstrap | .066 | .050 | .024 | .468 | .364 | .360 |
| Permutation test | .002 | .002 | .000 | .182 | .175 | .184 |
| Mean of private sign-up for students who do not find it important to be popular |
0.662 | 0.908 | ||||
| Includes individual covariates |
No | Yes | Yes | No | Yes | Yes |
| Includes classroom and surveyor fixed effects |
No | No | Yes | No | No | Yes |
| Observations | 541 | 521 | 521 | 262 | 256 | 256 |
| R-squared | 0.020 | 0.053 | 0.118 | 0.011 | 0.051 | 0.152 |
| Sample | Nonhonors classes | Honors classes | ||||
Notes. Columns (1) to (3) restrict the sample to nonhonors classes, and columns (4) to (6) restrict to honors classes. The dummy for whether the student considers it important to be popular is constructed by collapsing the answers to the question, “How important is it to be popular in your school?” from a 1–5 scale to a dummy variable (answers 3–5 were coded as considering it important, 1–2 as not important). columns (1) and (4) present oLS regressions of a dummy variable for whether the student signed up for the SAT prep course on a public sign-up dummy, a dummy on whether the student considers it important to be popular in his or her school, and the interaction of the two. columns (2) and (5) add individual covariates (age and dummies for male and Hispanic). columns (3) and (6) further add surveyor and classroom fixed effects. Robust standard errors in brackets. *** p < .01, ** p < .05, * p < .1. See Section III.D for a description of the wild bootstrap and permutation test procedures.