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An experiment randomized college-intending students to receive messages in different behavioral frames: business as usual, loss aversion, reduction of ambiguity, and peer support. Overall, treatment frames showed no main effect, but heterogeneity suggested possible negative impacts at eligibility checkpoints for men under loss aversion and for first-generation and Black participants under peer support. Findings are contextualized in prior literature and used to propose future research directions for delivering informational interventions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/experimental-evidence-on-the-effects-or-lack-thereof-of-informational-framing-during-the-college-transition-article/589962/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/experimental-evidence-on-the-effects-or-lack-thereof-of-informational-framing-during-the-college-transition-article/589962.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about informational messages during the college transition?","Question",{"text":112,"@type":113},"It tests whether informational framing during the transition affects college outcomes for college-intending students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants grouped and what message frames did they receive?",{"text":117,"@type":113},"Students were randomized into four groups receiving informational messages framed as business as usual, loss aversion, reduction of ambiguity, or peer support.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about the overall effect of the different framing strategies?",{"text":121,"@type":113},"There was no main effect of the treatment frames on outcomes, though subgroup heterogeneity showed potential negative effects for certain groups at eligibility checkpoints.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589962,1792622614,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-March 2020, Vol. 6, No. 1, pp. 1–20 DOI: 10. 1177/2332858420908536  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2020. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nExperimental Evidence on the Effects (or Lack Thereof) of Informational Framing During the College Transition  \nJenna W. Kramer   \nRAND Corporation  \nTechnology-facilitated interventions following high school graduation have shown promise for increasing the likelihood of college matriculation, but we know little about how to fine-tune these tools. I conducted an experiment in which collegeintending Tennessee high school graduates received informational messages in distinct behavioral frames: business-as-usual, in which they received the same messages as the prior cohort; loss aversion, which emphasized what students would lose if they did not act; reduction of ambiguity, which provided details on necessary actions and anticipated completion times; and peer support, which encouraged students to work with friends on enrollment tasks. There was no main effect of the treatment frames. Heterogeneity analyses suggest that, at certain eligibility checkpoints, a loss aversion frame may negatively affect men and the peer support frame may negatively affect first-generation and Black participants. I situate the findings in the literature and recommend future directions for research on informational intervention delivery.  \nKeywords: behavioral framing, college access, summer melt, text messaging, free college, randomized control trial  \nSince 2015, Tennessee has promised resident students tuition-free community or technical college after high school graduation. The statewide last-dollar scholarship program, Tennessee Promise (TN Promise), funds the remainder of a student’s tuition and fees after federal and other state financial aid awards have been deducted from their bill. TN Promise students, regardless of high school achievement or family circumstances, do not pay out of pocket for up to five semesters of postsecondary training.  \nHowever,“summer melt” among would-be scholarship recipients suggests that TN Promise students may benefit from more than financial support during the college transition (see Castleman & Page, 2014; Ceja, 2013, for detail on summer melt, the phenomenon of nonmatriculation among college-intending students) . Among all individuals who complete TN Promise eligibility requirements throughout their senior year of high school, only half enroll in college the semester after graduation (Tennessee Higher Education Commission [THEC], 2017) . Maintaining TN Promise eligibility through graduation is no easy feat: High school seniors must submit a TN Promise application, complete the notoriously complex Free Application for Federal Student Aid (FAFSA), attend two “team meetings” to get scholarship information and meet their volunteer mentor, and apply to college.  \nTo facilitate navigation of the scholarship requirements and the postsecondary transition, the TN Promise program provides informational supports to supplement the guidance of school-based counselors. Through nonprofit partners such  \nas tnAchieves, which in 2019–2020 serves students in 90 of Tennessee’s 95 counties, high school seniors receive direct communication about TN Promise via email and in person from both nonprofit-based counselors and volunteer mentors. After graduation, tnAchieves ramps up communication, adding twice-monthly text messages through the end of students’ first year of college.  \nPolicymakers and practitioners are eager to improve transition supports for college-intending Tennesseans, and informational text messages during the college transition offer low-cost opportunities to test changes in practice. The texting campaigns mounted by tnAchieves and other college-focused nonprofits are crafted based on the empirical evid","cbCaifKKpwM2EbWJ","https://ap.wps.com/l/cbCaifKKpwM2EbWJ","pdf",462053,"English","# Introduction and policy context\n## The TN Promise program and summer melt challenge\n# Experimental design and message frames\n## Business as usual\n## Loss aversion\n## Reduction of ambiguity\n## Peer support\n# Results and heterogeneity\n## Main effects of framing\n## Differential impacts at eligibility checkpoints\n# Discussion and future research directions","[{\"question\":\"What question does the study investigate about informational messages during the college transition?\",\"answer\":\"It tests whether informational framing during the transition affects college outcomes for college-intending students.\"},{\"question\":\"How were participants grouped and what message frames did they receive?\",\"answer\":\"Students were randomized into four groups receiving informational messages framed as business as usual, loss aversion, reduction of ambiguity, or peer support.\"},{\"question\":\"What did the study find about the overall effect of the different framing strategies?\",\"answer\":\"There was no main effect of the treatment frames on outcomes, though subgroup heterogeneity showed potential negative effects for certain groups at eligibility checkpoints.\"}]","Experimental Evidence on the Effects (or Lack Thereof) of Informational Framing During the College Transition - Article | PDF",1792068490]