School Choice: A Mechanism Design Approach 2: The Top Trading Cycles Mechanism with Type-Specific Quotas Is Strategy-ProofResearch Paper
Motivation
Many US school districts assign children to public schools centrally. Each family ranks the schools. Each school ranks the children by priority, which is set by state or local law (siblings, walking distance, a lottery). A procedure then turns these rankings into an assignment. Abdulkadiroğlu and Sönmez (Columbia Economics Discussion Paper 0203-18, 2003; published in the American Economic Review 93(3), 2003) cast this as a mechanism design problem. They showed that the mechanisms then in use in Boston, Columbus and Minneapolis gave families reasons to misreport their preferences. They proposed two alternatives: the student-optimal stable mechanism of Gale and Shapley, and a school-choice version of Shapley and Scarf's top trading cycles (TTC) mechanism.
Many districts also operate under controlled choice: court-ordered or voluntary rules that keep the racial or ethnic composition of each school within bounds. In Minneapolis, for instance, a 100-seat school could admit at most 75 majority and at most 55 minority students (paper, Section III). Such rules are implemented as type-specific quotas. Section III.B of the paper modifies TTC to respect these quotas. It proves that the modified mechanism keeps both properties that recommend TTC: it wastes nothing beyond what the quotas force (constrained efficiency, Proposition 6), and truth-telling is a dominant strategy (strategy-proofness, Proposition 7). This mission formalizes those two results.
Setting
There is a finite set of students and a finite set of schools. School has a capacity , and the total number of seats suffices: . Each student has a strict preference over all schools, encoded as a ranking with rank the favourite. Each school has a strict priority ranking over all students, with rank the highest priority. Each student belongs to exactly one type , and school has a type quota for each type .
An assignment gives each student a school or nothing (, worse than every school). It satisfies the controlled choice constraints if every school receives at most students, and at most students of each type . An assignment is constrained efficient if no assignment satisfying the constraints makes every student weakly better off and some student strictly better off.
The top trading cycles mechanism with type-specific quotas, , runs in steps. Each school keeps a counter (initially ) and one type counter for each type (initially ). A school is removed when reaches zero. At each step:
- every remaining student points to her favourite remaining school with room for her type, that is, with and ;
- every remaining school points to its highest-priority remaining student, whatever her type;
- every student on a cycle of this graph is assigned the school she points to and leaves;
- that school's counter and its counter for her type each drop by one.
A direct mechanism is strategy-proof if no student can ever gain by misreporting her preference, whatever the others report.
Formalization targets
Goal: Proposition 7 (p. 23)
For every student , every profile of announced preferences and every alternative report ,
This holds for all capacities without shortage, all quotas, all types and all priorities. The priorities are fixed data, not reported.
Milestones
- Section III.B, Step 1 (p. 22). At every step there is at least one cycle, after the convention below has removed the students who cannot point.
- The Lemma (Appendix, pp. 28–29; declared valid for the modified mechanism on p. 30). Fix the other students' reports, and suppose student is still present at the beginning of a step under two different reports of hers. Then the two runs have the same remaining students and the same counters at that point.
- Proposition 6 (p. 23). satisfies the controlled choice constraints and is constrained efficient with respect to .
Significance
Strategy-proofness is what lets a district publish a simple instruction: rank the schools in your true order. A strategy-proof mechanism does not reward families who can afford to gather information and game the system. Proposition 7 shows that this guarantee survives the addition of flexible diversity quotas, which many districts are legally bound to impose. Proposition 6 shows that the quotas cost nothing beyond the losses they themselves cause. Both results were proved in 2003 by pen and paper. The published proof of Proposition 7 is a short adaptation of the proof of Proposition 4 (strategy-proofness of plain TTC). It rests on a lemma about how the algorithm's intermediate states depend on one student's report.
To our knowledge neither result has a machine-checked proof. The related platform theorem AGT.ttc_strategyproof concerns the Shapley–Scarf housing market, where every agent owns one house and the mechanism selects the core. It does not cover capacities, priorities or quotas. A formal proof here would check the adaptation that the paper leaves to the reader, and would give a reusable formal model of cycle-clearing allocation algorithms with multiple counters.
Difficulty
The algorithm clears all cycles of a step at once, and a student's report changes the graph at every step she is present. The paper's argument compares two whole runs of the algorithm, under the true report and under a misreport, step by step. That comparison needs precise control of which parts of the state a single student's report can influence, and when. A local argument about one step does not suffice. The student's outcome can depend on cycles that form several steps after the two runs could first have diverged.
With quotas, the pointing graph also depends on the type counters. A school can be present but closed to one type, and a school points to its best remaining student even when it has no room for her type. The comparison must therefore track the type counters as well as the set of remaining schools. Efficiency cannot be read off step by step against unrestricted matchings either: every competing assignment must satisfy both the capacity and the quota constraints.
Formalization scope
Students, schools and types are finite types; no nonemptiness is assumed. Preferences and priorities are bijective rankings onto Fin, so strictness is built in. Rank is the favourite or the highest priority. The no-shortage condition appears in every theorem, as the standing assumption of Section I. No relation between and is imposed, which generalises the paper.
The algorithm is a concrete, total definition: a state with remaining students, counters, type counters and partial assignments, a step map that clears all cycles simultaneously, and iterations. run … t is the state at the beginning of the paper's Step .
The paper's step is undefined when a remaining student has no remaining school with room for her type. She cannot point, and the promised cycle may not exist. The formalization adopts one convention: at the beginning of each step, such a stuck student is removed unassigned, and her outcome is , ranked below every school. Counters only decrease, so a stuck student stays stuck. Whenever nobody gets stuck, the algorithm is exactly the paper's, and when every quota is at least the capacity it is plain TTC. The goal and Proposition 6 are stated for assignments that may leave students unassigned. When everyone is assigned, they coincide with the paper's statements over matchings.
The formalization does not add a hypothesis that the run never gets stuck. Such a hypothesis would restrict the algorithm's own behaviour and could make the theorems vacuous. Nor may strategy-proofness be weakened to comparisons at the truthful profile only: the others' reports and the misreport are arbitrary.
Contributions welcome: invariants of the step map (counters bounded by the initial values, assigned students leave for good), the cycle-existence lemma for functional graphs on finite sets, and the comparison lemma. These pieces are shared with the plain-TTC mission of this series.
Selected references
- Atila Abdulkadiroğlu and Tayfun Sönmez, School Choice: A Mechanism Design Approach, Columbia University Department of Economics Discussion Paper No. 0203-18, 2003. https://doi.org/10.7916/D8057T27
- Atila Abdulkadiroğlu and Tayfun Sönmez, School Choice: A Mechanism Design Approach, American Economic Review 93(3), 729–747, 2003. https://doi.org/10.1257/000282803322157061
- Lloyd Shapley and Herbert Scarf, On Cores and Indivisibility, Journal of Mathematical Economics 1(1), 23–37, 1974. https://doi.org/10.1016/0304-4068(74)90033-0