Experimental Estimates of Impacts of Cost-Earnings Information on Adult Aspirations for Children's Postsecondary Education. Program on Education Policy and Governance Working Papers Series. PEPG 18-01

Autor/inn/en	Cheng, Albert; Peterson, Paul E.
Institution	Harvard University, Program on Education Policy and Governance
Titel	Experimental Estimates of Impacts of Cost-Earnings Information on Adult Aspirations for Children's Postsecondary Education. Program on Education Policy and Governance Working Papers Series. PEPG 18-01
Quelle	(2018), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Postsecondary Education; Higher Education; Socioeconomic Status; Access to Information; Adults; Costs; Cost Effectiveness; Outcomes of Education; Two Year Colleges; Ethnicity; Racial Differences; Equal Education; Information Dissemination; Social Bias; Educational Attainment; Parent Attitudes; Political Affiliation; Gender Differences; Geographic Regions; Barriers + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Socio-economic status; Sozioökonomischer Status; Cost; Kosten; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lernleistung; Schulerfolg; Ethnizität; Rassenunterschied; Informationsverbreitung; Bildungsabschluss; Bildungsgut; Elternverhalten; Politisches Interesse; Geschlechterkonflikt
Abstract	Economic information may close aspiration disparities for postsecondary education across socio-economic, ethnic and partisan divides. In 2017, we estimated impacts of information on such disparities by means of a survey experiment administered to a nationally representative sample of 4,214 adults. A baseline group was asked whether they preferred a four-year degree, a two-year degree, or no further education for their oldest child under the age of eighteen (or on the option they would prefer if they had one). Before three other randomly selected segments of our sample were asked the same question, they were given either information about (1) both net costs and returns; (2) net costs; or (3) returns to a two-year and four-year degree. Information about both costs and returns did not reduce SES disparities but did affect ethnic and partisan divides. The findings suggest that reductions in socioeconomic inequalities in educational opportunity will require more than simple changes in the dissemination of information aimed at altering economic cost-benefit calculations. Sustained effort that mitigates deeper-seated cultural and social barriers seems necessary. (As Provided).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg/research.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01