Institution
Brown University
Email
lindsay_page@brown.edu
Lindsay Page
EdWorkingPapers
Subtraction by Addition: Do Private Scholarship Awards Lead to Financial Aid Displacement?
Award displacement occurs when one type of financial aid award directly contributes to the change in the quantity of another award. We explore whether postsecondary institutions displaced awards in response to the Pittsburgh Promise scholarship by capitalizing on the doubling of the maximum… more →
Conditions under which college students can be responsive to nudging
College success requires students to engage with their institution academically and administratively. Missteps with required administrative processes can threaten student persistence and success. Through two experimental studies, we assessed the effectiveness of an artificially intelligent text-… more →
Common support violations in clustered observational studies of educational interventions
In education settings, treatments are often non-randomly assigned to clusters, such as schools or classrooms, while outcomes are measured for students. This research design is called the clustered observational study (COS). We examine the consequences of common support violations in the COS… more →
The effects of default choice on student loan borrowing: Experimental evidence from a public research university
We explore the role of defaults and choice architecture on student loan decision-making, experimentally testing the impact pre-populating either decline or accept decisions compared to an active choice, no pre-population, decision. We demonstrate that the default choice presented does influence… more →
Disproportionate Burden: Estimating the Cost of FAFSA Verification for Public Colleges and Universities
Verification is a federally mandated process that requires selected students to further attest that the information reported on their FAFSA is accurate and complete. In this brief, we estimate institutional costs of administrating the FAFSA verification mandate and consider variation in costs by… more →
The Design of Clustered Observational Studies in Education
Clustered observational studies (COSs) are a critical analytic tool for educational effectiveness research. We present a design framework for the development and critique of COSs. The framework is built on the counterfactual model for causal inference and promotes the concept of… more →
Matching Methods for Clustered Observational Studies in Education
Many interventions in education occur in settings where treatments are applied to groups. For example, a reading intervention may be implemented for all students in some schools and withheld from students in other schools. When such treatments are non-randomly allocated, outcomes across the… more →
Proactive student support using artificially intelligent conversational chatbots: The importance of targeting the technology
We examine through a field experiment whether outreach and support provided through an AI-enabled chatbot can reduce summer melt and improve first-year college enrollment at a four-year university and at a community college. At the four-year college, the chatbot increased overall success with… more →
Effects of the shift to English-only instruction on college outcomes: Evidence from Central Asia
English-only college education in non-English speaking countries is a rapidly growing phenomenon that has been dubbed as the most important trend in higher education internationalization. Despite worldwide popularity, there is little empirical evidence about how the transition to English-only… more →