Political theorists have long argued that the average citizen’s lack of information and lack of clear policy preferences provide the rationale for public policy to be guided by experts and elites. Others counter that it is precisely the practice of deference to elites that perpetuates and even exacerbates the problem of apathetic and uninformed citizens. According to them, requiring citizens to take responsibility for political decisions and procedures motivates them to obtain the information and training necessary to become effective citizens. Here we look at school choice programs as an environment to provide insight into this important debate. Theories of school choice suggest that parents need to and can make informed decisions that will tend to situate their students in appropriate and desirable schools. Choice parents should have more reasons to gather more information about their schools than parents without options. Alternatively, a lack of any increase in information levels amongst school choosers would suggest that despite the increased incentives to gather information, having choices per se is not sufficient to overcome the costs of information gathering. Analyzing data from the experimental evaluation of the Washington Scholarship Fund, a privately-funded K-12 scholarship organization, we find that presenting parents with educational choices does lead to higher levels of accurate school-based information on measures of important school characteristics. Specifically, parents in the school choice treatment group provided responses that more closely matched the school-reported data about school size and class size than did parents of control group members.