| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000432685 |
| 005 | | 20200224133734 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085734950 |
| 035 | |
▼a (MiAaPQ)AAI13897480 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 379 |
| 100 | 1 |
▼a Kilber, Helen. |
| 245 | 10 |
▼a College Is a Big Investment. Does Receiving College Scorecard Information Help Students Evaluate Which One Offers the Best "Bang for the Buck"?. |
| 260 | |
▼a [S.l.]:
▼b University of Washington.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 187 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: A. |
| 500 | |
▼a Advisor: Zumeta, William. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Washington, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 506 | |
▼a This item must not be added to any third party search indexes. |
| 520 | |
▼a College Scorecard is a U.S. Department of Education website, launched during the Obama Administration, that provides information on the average costs and returns, in terms of average earnings after leaving college, associated with all U.S. colleges receiving student aid under Title IV of the Higher Education Act. It aims not only to help students and their families identify the colleges that offer them the, "best bang for the buck", but also to encourage colleges to compete on price and quality. Limited evidence to date suggests that College Scorecard's impact, although in the right direction, is very small, in large part because students do not seek it out.In a randomized control trial (N= 322), I find that providing well-presented summary cost, earnings and graduation rate information similar to that in College Scorecard directly to high school seniors leads them to rank colleges significantly more in line with the institutions' expected financial returns. Compared to a control group informed only of colleges' names, location, sector (public or private) and type (2- or 4-year), students receiving scorecard information perform better at ranking alternative four-year public and private colleges and also in evaluating the choice between starting directly at a four-year college versus pursuing the community college two- to four-year transfer route, a common choice for low-income students in particular and one that decreases their chances of attaining a four-year degree. Using a separate experimental design involving a think-aloud protocol (N = 31), I directly investigated how scorecard information affects individual students' decision processes. I find that the framing of the information treatment itself acts as sufficient "advice" for students who use it to learn how to evaluate colleges' financial investment value. The majority of students shift from heuristic-decision making focused on sector-based cost perceptions to a weighted approach including estimations of future earnings and graduation probabilities. A large minority of students fail to improve their decision process, however, and continue to rank the colleges based on cost. These results suggest that improving the framing of the scorecard information treatment could thus increase its effect on students' ability to evaluate the returns to alternative college options. A particular challenge identified is how to effectively present information on the probability of successfully navigating the community college transfer pathway to a four-year degree. This probability is considerably lower than most students think it is.Future research in the experimental information-updating econometrics literature should consider the impact of relaxing the assumption that students respond to information on the costs and returns of college options by updating the accuracy of their existing estimates. Not doing so could lead this literature to overemphasize the role of non-financial preferences and underestimate the potential impact of effectively designed information interventions revealing, not just the true costs and returns associated with colleges, but also how to use that information in decision-making. |
| 590 | |
▼a School code: 0250. |
| 650 | 4 |
▼a Public policy. |
| 650 | 4 |
▼a Education policy. |
| 690 | |
▼a 0630 |
| 690 | |
▼a 0458 |
| 710 | 20 |
▼a University of Washington.
▼b Public Policy and Governance. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0250 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15491835
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |