Information and College Decisions: Evidence from the Texas GO Center Project

Autor/inn/en	Cunha, Jesse M.; Miller, Trey; Weisburst, Emily
Titel	Information and College Decisions: Evidence from the Texas GO Center Project
Quelle	In: Educational Evaluation and Policy Analysis, 40 (2018) 1, S.151-170 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373717739349
Schlagwörter	Higher Education; Postsecondary Education; Information Dissemination; College Attendance; College Preparation; Public Schools; Program Effectiveness; Enrollment Trends; Graduation Rate; Longitudinal Studies; High School Students; Quasiexperimental Design; Regression (Statistics); Access to Information; Program Evaluation; Databases; High School Graduates; Student Records; College Students; Student Characteristics; Texas + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Informationsverbreitung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Public school; Öffentliche Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; Programme evaluation; Programmevaluation; Datenbank; Graduate; Graduates; Absolvent; Absolventin; Schülerakte; Collegestudent
Abstract	We study GO Centers, a college information program that is run by student peers and provides information about all aspects of the college-going process to academically prepared students on the margin of attending college. We use the semi-random rollout of the program along with detailed panel data on the universe of Texas public school students to identify both short- and long-term program impacts. GO Centers led to a large increase in college application rates and a small increase in college enrollment rates, yet no increase in college completion rates. These results underscore the need to assess long-term outcomes in evaluations of educational interventions targeting college enrollment, and suggest that students at the margin of enrolling in college may require additional supports during college to successfully complete college degrees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01