In this paper, the authors examine how information that students receive about their academic performance affects their decisions to enroll in post-secondary education. In particular, they look at one specific piece of data--student performance on the state standardized mathematics test in grades 8 and 10 in Massachusetts. One key feature of such test-based accountability systems is that every student receives not only a test score but also a label based on their performance (for example, Failing, Needs Improvement, Proficient, or Advanced). The state assigns the labels by determining three cut-points that divide the fine-grained test score distribution into four regions. Given that understanding detailed test information can be a costly task, it makes sense to have a parsimonious summary that is easy for parents and students to interpret. To summarize, their specific research questions are: (1) Does the performance label information that urban, low-income students receive on the Massachusetts state mathematics test affect their post-secondary plans and their college enrollment decisions?; (2) Are the college enrollment decisions of students who did not initially plan to attend a four-year college more sensitive to new performance information than the decisions of students with college-going plans?; and (3) Does prior test performance shed light on the relative importance of encouragement and discouragement effects for particular students? (Contains 4 tables.)