Applying to college: Do information deficits lower the likelihood of college-eligible students from less-privileged families to pursue their college intentions?

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.

What works to reduce inequalities in higher education? A systematic review of the (quasi-)experimental literature on outreach and financial aid

“…However, there is also evidence that information interventions are efficient in changing beliefs about cost or returns from higher education and intentions to attend (Bleemer & Zafar, 2018;Oreopoulos & Dunn, 2012;Peter & Zambre, 2017). One study found that providing additional information about grants did not change college intentions but did increase college application behaviors (Ehlert, Finger, Rusconi, & Solga, 2017). Finally, providing general information about a prestigious grant changed disadvantaged students' knowledge but did not affect their propensity to apply to it, unless general information was combined with a meaningful role model who could show that someone with a similar background had been successful in obtaining such grants (Herber, 2018).…”

Supporting the Educational Interests of Adult Patrons through College-bound Programming

“…Still, Peter and Zambre (2017) found that an information intervention in the form of a 20-min presentation increased college enrollment intentions by 8% two to three months later for students in non-academic families (i.e., first-generation students); intention persisted after one year, suggesting that exposing students to information may impact their decision-making. Similar studies (Ehlert et al 2017;Herber 2018;Macqueen 2017) showed information interventions contributed to prospective students' decision to enroll and improvement of students' knowledge base, particularly among those with lower socioeconomic backgrounds. However, there is great variance among the type of information, the mode of presentation, duration, and level of interaction across studies to determine the most effective method of information intervention.…”

What Works to Reduce Inequalities in Higher Education? A Systematic Review of the (Quasi-)Experimental Literature on Outreach and Financial Aid

“…However, there is also evidence that information interventions are efficient in changing beliefs about cost or returns from higher education and intentions to attend (Bleemer & Zafar, 2018;Oreopoulos & Dunn, 2012;Peter & Zambre, 2017). One study found that providing additional information about grants did not change college intentions but did increase college application behaviors (Ehlert, Finger, Rusconi, & Solga, 2017). Finally, providing general information about a prestigious grant changed disadvantaged students' knowledge but did not affect their propensity to apply to it, unless general information was combined with a meaningful role model who could show that someone with a similar background had been successful in obtaining such grants (Herber, 2018).…”