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Applying Behavioral Insights to Improve Postsecondary Education Outcomes: A Review of Obama Administration Efforts and Next Steps Under the Trump Administration

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  • Katharine Meyer
  • Kelly Ochs Rosinger

Abstract

Amidst growing public concern in the United States over college access and affordability, federal policymakers have implemented many low‐cost, behaviorally‐informed strategies aimed at simplifying the college‐going process and reducing informational barriers. Our paper reviews recent U.S. federal policies and interventions that draw on insights from the behavioral sciences to help students navigate various stages of the college‐going process and summarizes empirical evidence of these efforts on college outcomes, highlighting variations across interventions and for various student populations. We conclude with up‐to‐date discussions of policy proposals and opportunities for behavioral science applications in postsecondary education.

Suggested Citation

  • Katharine Meyer & Kelly Ochs Rosinger, 2019. "Applying Behavioral Insights to Improve Postsecondary Education Outcomes: A Review of Obama Administration Efforts and Next Steps Under the Trump Administration," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 38(2), pages 481-499, March.
    • Handle: RePEc:wly:jpamgt:v:38:y:2019:i:2:p:481-499
    DOI: 10.1002/pam.22123
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    Cited by:

    1. Bird, Kelli A. & Castleman, Benjamin L. & Denning, Jeffrey T. & Goodman, Joshua & Lamberton, Cait & Rosinger, Kelly Ochs, 2021. "Nudging at scale: Experimental evidence from FAFSA completion campaigns," Journal of Economic Behavior & Organization, Elsevier, vol. 183(C), pages 105-128.
    2. Justin C. Ortagus & Melvin J. Tanner & Isaac McFarlin Jr., 2020. "Can Re-Enrollment Campaigns Help Dropouts Return to College? Evidence from Florida Community Colleges," NBER Working Papers 26649, National Bureau of Economic Research, Inc.
    3. Kelly Ochs Rosinger, 2019. "Can Simplifying Financial Aid Offers Impact College Enrollment and Borrowing? Experimental and Quasi-Experimental Evidence," Education Finance and Policy, MIT Press, vol. 14(4), pages 601-626, Fall.

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