An intervention to address application mistakes was implemented in the centralized college admissions system in Chile, which provided personalized information about admission probabilities. As a result, there was a significant reduction in non-assignement risk, and application mistakes decreased for students. The intervention demonstrated the impact of information frictions on the performance of centralized college admissions systems.

This paper analyzes search behavior in Chile's nationwide school choice process. The authors show that correcting parents' misperceptions about known schools significantly improves the quality of school matches. Personalized feedback increased the likelihood of better school assignments, particularly benefiting low-SES households by reducing search frictions and biased beliefs.

An RCT intervention that gave information to high-performing students on their performance relative to other students. The results show that women and men were affected differently by the intervention: effects for women with high self-confidence are higher than the effects for men in the same group. For high-performing women who have low self-confidence in their math ability, the probability that they apply to any major increases and the selectivity of their choice of major-university also increases.

Governments expand the use of centralized student assignment systems to solve the problems in traditional enrollment and to make them more transparent, efficient, and equitable. The guide presents steps to do this. 1) diagnosis and planning; 2) general definitions; 3) platform development; and 4) information interventions and communication campaigns. A fifth phase is added to evaluate and improve the system.