财政援助补贴：信息干预的全国性实验

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2022-08-15 DOI:10.3102/01623737221111403

Lindsay C. Page, Bruce I. Sacerdote, Sara Goldrick-Rab, Benjamin L. Castleman

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引用次数: 9

摘要

尽管价格很高，但许多大学生没有重新提交联邦学生资助免费申请（FAFSA）或延迟提交，这使得上大学的成本更低。提供个性化信息和/或建议的低成本技术干预可能会改善重新申请和学术成果，但这种方法的大规模有效性仍存在问题。这项多管齐下的随机实验对大约10000名本科生的全国样本进行了信息和框架短信干预测试。文本外联导致FAFSA早些时候为一些学生重新申请。然而，在积极干预期间重新申请的收益在干预结束后并没有持续下去，也没有转化为额外的联邦财政援助或提高中学后的持续性或成就。讨论了微调的规模和目标的含义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Financial Aid Nudges: A National Experiment With Informational Interventions

Despite high prices, many college students do not re-file the Free Application for Federal Student Aid (FAFSA) or file late, making college less affordable. Low-cost technological interventions delivering personalized information and/or advising may improve refiling and academic outcomes, but questions remain regarding the efficacy of this approach at scale. This multi-pronged randomized experiment tested informational and framing text message interventions for a national sample of approximately 10,000 undergraduates. The text outreach caused earlier FAFSA re-filing for some students. However, gains in re-filing during the active intervention period were not sustained after the intervention concluded and did not translate into additional federal financial aid or improved postsecondary persistence or attainment. Implications for the scaling and targeting of nudging are discussed.

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.