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In recognition of the complexity of the college and financial aid application process, and in response to insufficient access to family or school-based counseling among economically-disadvantaged populations, investments at the local, state, and federal level have expanded students’ access to college and financial aid advising. Experimental and quasi-experimental studies of these programs demonstrate that they can generate substantial improvements in the rate at which low-income students enroll and persist in college. While these programs are successful at the level of individual communities, the individualized, in-person college advising model faces numerous barriers to scale. In this paper, we report early results from an RCT of CollegePoint, an innovative, national college advising initiative that pursues a technology-enabled approach to provide students with sustained, intensive advising. Students assigned to CollegePoint are modestly more likely (1.5 percentage points, or 7.5 percent relative to the control) to enroll at the most selective colleges and universities (Barron’s 1 institutions), though we find no difference in enrollment patterns on other measures of college quality. We find suggestive evidence of variation in the impact of CollegePoint based on when students enrolled in the program. Students who enrolled in the spring of their junior year were 5.6 percentage points (22 percent relative to the control) more likely to enroll at one of the most selective colleges and universities in the country than students in the control group who also signed up in the spring of junior year but who were not assigned to the program.
The Post-9/11 GI Bill allows service members to transfer generous education benefits to a dependent. We run a large-scale experiment to test whether active choice framing impacts US Army service members’ decision to transfer benefits. Individuals who received email messages framing GI Bill use as an active choice between own use and transfer to a family member are more likely to pursue information about the benefit than individuals receiving outreach that does not frame the decision as an active choice. While we find no overall effect of framing on transfer, active choice increases transfer among service members with graduate degrees.
Student loan borrowing for higher education has emerged as a top policy concern. Policy makers at the institutional, state, and federal levels have pursued a variety of strategies to inform students about loan origination processes and how much a student has cumulatively borrowed, and to provide students with greater access to loan counseling. We conducted an experiment to evaluate the impact of an outreach campaign that prompted loan applicants at a large community college to make informed and active borrowing decisions and that offered them access to remote, one-onone assistance from a loan counselor. The intervention led students to reduce their unsubsidized loan borrowing by 7 percent, resulted in worse academic performance, and increased the likelihood of loan default during the three years after the intervention occurred. Our results suggest policy makers and higher education leaders should carefully examine the potential unintended consequences of efforts to reduce student borrowing, particularly in light of growing evidence regarding the counter-intuitive positive relationship between reduced borrowing levels and worse student academic and financial outcomes.
Despite broad public interest in Veterans' education, there is relatively little evidence documenting the postsecondary trajectories of military service members after they return to civilian life. In the current report we investigate how U.S. Army service member college enrollment and progression trends compare to a similar population of civilians, using Army administrative personnel data merged with administrative records from the National Student Clearinghouse and the Educational Longitudinal Study (ELS) of 2002. Civilians were nearly three times as likely to enroll in college within one year of high school graduation (or one year of separation). Civilians were also much more likely to earn a bachelor’s degree within the period of study than either of the Army samples. While members of minority race/ethnicity groups in both military samples enroll at higher rates than their white counterparts, racial/ethnic minorities do not graduate at higher rates than their white counterparts. We discuss policy implications of our analyses in the final section of our paper.