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ERIC Number: ED510037
Record Type: Non-Journal
Publication Date: 2009-Sep
Pages: N/A
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Role of Simplification and Information in College Decisions: Results from the H&R Block FAFSA Experiment. NBER Working Paper No. 15361
Bettinger, Eric P.; Long, Bridget Terry; Oreopoulos, Philip; Sanbonmatsu, Lisa
National Bureau of Economic Research
Growing concerns about low awareness and take-up rates for government support programs like college financial aid have spurred calls to simplify the application process and enhance visibility. This project examines the effects of two experimental treatments designed to test of the importance of simplification and information using a random assignment research design. H&R Block tax professionals helped low- to moderate-income families complete the FAFSA, the federal application for financial aid. Families were then given an estimate of their eligibility for government aid as well as information about local postsecondary options. A second randomly-chosen group of individuals received only personalized aid eligibility information but did not receive help completing the FAFSA. Comparing the outcomes of participants in the treatment groups to a control group using multiple sources of administrative data, the analysis suggests that individuals who received assistance with the FAFSA and information about aid were substantially more likely to submit the aid application, enroll in college the following fall, and receive more financial aid. These results suggest that simplification and providing information could be effective ways to improve college access. However, only providing aid eligibility information without also giving assistance with the form had no significant effect on FAFSA submission rates. [This report is the subject of "What Works Clearinghouse Quick Review of the Report "The Role of Simplification and Information in College Decisions: Results from the H&R Block FAFSA Experiment"" (ED510038).]
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Bureau of Economic Research
IES Funded: Yes
Grant or Contract Numbers: R305A060010
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED513856; ED506465