This work considers a major educational reform in Chile that increased vouchers by 50 percent for students in the lowest 40 percent of the income distribution. This increased the revenues schools received for these students and lowered the relative prices of private voucher schools for eligible parents. I use a national data set to implement a regression discontinuity design (RDD) exploiting that eligibility is a discontinuous function of a socioeconomic ranking. Results reject that eligible students chose schools with higher test scores or socioeconomic status and that these students are doing better than noneligible students in math and language test scores.