Keeping College Options Open: A Field Experiment to Help All High School Seniors Through the College Application Process
Keeping College Options Open: A Field Experiment to Help All High School Seniors Through the College Application Process
复制标题
保持大学选择的开放性：帮助所有高中生完成大学申请过程的实地实验
DOI：
10.3386/w22320
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
R. Ford
中科院分区：
文献类型：
--
作者：
Philip Oreopoulos;R. Ford
最近的研究表明，大学申请过程本身就阻碍了入学。本文报告的结果，从一个大型的校本实验中，应用程序的援助被纳入高中课程的所有毕业生在低过渡学校。在三个研讨会上，学生们被引导选择他们感兴趣的项目，申请真实的，并完成经济援助申请。我们的目标是为退出的学生创造一个大学选择，使过渡更容易，更突出。平均而言，该计划将申请率从64%提高到78%。下一学年的大学入学率提高了5.2个百分点，几乎所有这些增长都是两年制社区学院课程。影响最大的是那些在高中没有参加任何大学课程的学生：这些学生的申请率增加了24个百分点，两年制大学入学率增加了9%。两年后进行了第二次实验，以探索该计划的几种变化。在不免除申请费的情况下提供个人援助对申请和入学的影响可以忽略不计，甚至是负面影响。在班主任教室使用笔记本电脑，而不是把学生送到计算机实验室，同时将最初的2个研讨会合并为一个完整的上午会议，提高了申请率。然而，随后的入组影响可忽略不计。我们提供了一些证据与选择合格项目的指导减少是第二次实验招生影响下降的原因的可能性相一致。
Recent research suggests that the college application process itself prevents access. This paper reports results from a large school-based experiment in which application assistance is incorporated into the high school curriculum for all graduating seniors at low-transition schools. Over three workshops, students were guided to pick programs of interest that they were eligible for, apply for real, and complete the financial aid application. The goal was to create a college option for exiting students to make the transition easier and more salient. On average, the program increased application rates from 64 to 78 per cent. College enrolment increased the following school year by 5.2 percentage points with virtually all of this increase in two-year community college programs. The greatest impact was for students who were not taking any university-track courses in high school: the application rate for these students increased by 24 percentage points with a nine per cent increase in two-year college enrolment. A second experiment was conducted two years later to explore several variations of the program. Offering personal assistance without waiving application fees had a negligible or even negative impact on applications and enrollment. Using laptops in homeroom classrooms instead of sending students to computer labs while combining the initial 2 workshops into one full-morning session increased application rates. However, subsequent enrollment effects were negligible. We provide some evidence consistent with the possibility that decreased guidance in choosing eligible programs was responsible for the second-experiment's decline in enrollment impacts.