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Applying to college: Do information deficits lower the likelihood of college-eligible students from less-privileged families to pursue their college intentions?: Evidence from a field experiment
Institution:1. Brown University and NBER, Providence, RI 02912, United States;2. Princeton University, Princeton, NJ 08544, United States;3. Consejo Nacional de Educación, Santiago, Chile;4. Booth School of Business, University of Chicago and NBER, 5807 S. Woodlawn Ave, Chicago, IL 60637, United States;1. University of Tübingen, IZA Bonn, Germany;2. University of Tübingen, LEAD Graduate School, Germany;1. IRVAPP, Research Institute for the Evaluation of Public Policies, Via Santa Croce, 77, 38122 Trento, Italy;2. Research Division of Cambridge Assessment, University of Cambridge, 1 Regent Street, Cambridge CB2 1GG, England
Abstract:Information deficits are considered an important source of why students from less-privileged families do not enroll in college, even when they are college-eligible and intend to go to college. In this paper, we examine whether correct and detailed information on the costs of and returns to higher education increases the likelihood of college applications of less-privileged high school graduates who expressed college intentions in their junior high school year. We employ an experimental design with a randomly assigned 25-minute information treatment about funding opportunities for, and returns to, higher education given at Berlin schools awarding university entrance qualifications. Our analyses show that our information treatment indeed substantially increases the likelihood of treated less-privileged students to apply to college. Our study indicates that our low-cost provision of financial information not only increased their college knowledge but also substantially changed their college application behavior, despite other existing barriers, like economic constraints.
Keywords:Information  Educational decisions  Educational inequality  College application  Rational choice  Field experiment
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