# Increasing Financial Aid Applications ## expand\_more ## Key Issue Overview Filing the Free Application for Federal Student Aid (FAFSA) is a crucial step in accessing most types of financial aid and making college more affordable. In addition to the FAFSA, some states require students to complete additional steps to receive state aid, such as enrolling in an aid program during middle or early high school; creating an online account; or submitting additional documentation to verify eligibility. Each year, substantial financial aid goes unclaimed by eligible students who do not complete the necessary applications ([Woodhouse & DeBaun, 2024](https://www.ncan.org/news/662266/NCAN-Report-In-2023-High-School-Seniors-Left-Over-4-Billion-on-the-Table-in-Pell-Grants.htm)). Furthermore, many students and families overestimate the price of college they would face because they are unaware of the financial aid available to them ([Gallup 2024](https://www.luminafoundation.org/resource/cost-of-college/); [Velez, 2019](https://www.rti.org/news/high-school-students-and-parents-struggle-estimate-cost-college-according-report)). As a result, some may decide not to attend college at all or choose an option with a lower sticker price, even though they might have been able to attend a four-year college at a similar or lower net price after aid. The complexity of the FAFSA process creates barriers for many families, preventing them from completing the application and accessing aid they would otherwise qualify for. Students may encounter challenges due to information gaps about the FAFSA and its deadlines, the complexity of the form itself, or bureaucratic hurdles like being flagged for income verification ([Dynarski et al., 2022](https://www.nber.org/system/files/working_papers/w30275/w30275.pdf)). As a result, only about 50% of high school seniors nationwide complete the FAFSA each year ([National College Attainment Network, 2024](https://www.ncan.org/page/NationalFAFSACompletionRatesforHighSchoolSeniorsandGraduates)). This relatively low completion rate is particularly concerning given findings from a survey of over 25,000 high school class of 2023 seniors, of which 74% reported aspiring to attend college and 66% expected to enroll ([YouthTruth, 2023](https://youthtruth.org/resources/class-of-2023-who-wants-to-go-to-college/)). These results suggest that some FAFSA non-completers are college-interested students who ultimately do not enroll—potentially missing out on financial aid that could have helped reduce cost-related barriers to enrollment. In this section we review numerous studies that tested different strategies to improve FAFSA completion rates, including providing students and their families with hands-on support to complete the FAFSA, providing FAFSA information and support via text messages, and requiring students to complete the FAFSA to graduate high school. Elements of the state financial aid application process, which varies by state, can also pose informational or psychological obstacles for prospective recipients. We review several interventions targeting students eligible for aid that examine whether simplifying application procedures, delivering targeted information and behavioral nudges, and promoting available supports can boost the likelihood that low- and middle-income students complete required steps and apply for state financial aid. ### Research Evidence expand\_more The studies in this category test strategies to improve FAFSA completion rates and increase take-up of state financial aid. The first three groups of studies examine the following approaches to increase FAFSA completion: (1) providing students and their families with hands-on support to complete the FAFSA, (2) providing FAFSA information and support via text messages, and (3) requiring students to complete the FAFSA to graduate high school. The final group of studies tests whether simplified processes, informational nudges, and advertising can boost state aid take-up among low- and middle-income students. Overall, the studies focused on FAFSA find that providing students and families with hands-on support increases FAFSA filing rates, while offering only information or encouragement is often insufficient to move the needle on FAFSA completion or college enrollment. Similarly, studies aimed at boosting state aid take-up show that informational nudges and promotional efforts can improve early steps in the process—such as submitting applications or creating accounts—but have limited effects on final aid receipt or college enrollment. State-Mandated FAFSA Filing Requirements Increasing State Aid Application and Take-Up Text Message Based FAFSA Outreach and Support Targeted, Hands-on Support with FAFSA Filing ## State-Mandated FAFSA Filing Requirements **What the Study Tested:** - One study tested the effect of a statewide graduation requirement that high school seniors complete the FAFSA in Louisiana. Under this policy, parents had permission to opt out of the FAFSA completion requirement. **What the Study Found:** - The state mandate led to a 19 percentage point increase in FAFSA completion rate from a baseline of approximately half of all seniors completing the FAFSA. *Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study*. [Explore our methodology](/rc-methodology) Open all sections Close all sections ### Louisiana Statewide FAFSA Graduation Requirement (Deneault, 2021) expand\_more **Study:** **College Enrollment and Mandatory FAFSA Applications: Evidence from Louisiana** ([Deneault, 2021](https://edworkingpapers.com/ai21-425)) *This study was published as* [*"College Enrollment and Mandatory FAFSA Applications: Evidence from Louisiana"*](https://www.aeaweb.org/articles?id=10.1257/pol.20210360) *in 2023 but is behind a paywall.* **Intervention:** State-mandated FAFSA filing requirement in Louisiana **Context:** - This state mandate was introduced in Louisiana during the 2017-18 school year and added a graduation requirement that high school seniors complete the FAFSA and another state-specific financial aid application. Students could opt out of completing the FAFSA by obtaining written permission from a parent. Prior to the mandate, approximately half of seniors completed the FAFSA. High school graduation rates experienced a slight increase in the years immediately following the adoption of the FAFSA filing requirement. **Research Design:** Difference-in-Differences **Findings:** *The FAFSA graduation requirement led to…* - A 19-percentage point increase in FAFSA filing rates (72% of seniors filed their FAFSA after the policy was adopted). - Approximately 20% of seniors (and their families) opted out of submitting the FAFSA. - An approximately 1-2 percentage point increase in college enrollment rates. **Subgroup Findings:** - The results are larger for lower-income students. - The results are similar for rural and urban schools. - The results are similar for Black and White students. ## Increasing State Aid Application and Take-Up **What the Studies Tested:** - These studies tested whether simplifying application processes, providing information and behavioral nudges, and promoting available supports could increase low- and middle-income students’ likelihood of applying for and receiving state financial aid. The interventions targeted students who were eligible for aid but at risk of missing key steps required to receive it. Across the three studies, strategies included personalized reminders to 8th graders to enroll in Indiana’s 21st Century Scholars program ([Burnett & Kroeger, 2020](https://leo.nd.edu/assets/407847/the_role_of_information_in_college_scholarship_enrollment_kroeger_burnett.pdf)); redesigned award notification letters about the Cal Grant sent to California high school seniors with simplified information, motivational messages, and detailed college cost information ([Linos et al., 2024](https://www.cambridge.org/core/services/aop-cambridge-core/content/view/4DF74F2B3C9B9A3C2F18375860A90A8F/S2398063X2200001Xa.pdf/div-class-title-demystifying-college-costs-how-nudges-can-and-can-t-help-div.pdf)); and promotional campaigns paired with a small financial lottery aimed at encouraging California high school seniors to attend an in-person financial aid workshop ([Gurantz, 2018](https://files.eric.ed.gov/fulltext/EJ1186909.pdf)). **What the Studies Found:** - The studies found that light-touch informational nudges and promotional efforts can improve completion of intermediate steps in the state aid process—such as submitting an initial application or creating a required account—but have more limited effects on final aid receipt or college enrollment. Personalized outreach in Indiana led to a 5.4 percentage point increase in program applications [Burnett & Kroeger, 2020](https://leo.nd.edu/assets/407847/the_role_of_information_in_college_scholarship_enrollment_kroeger_burnett.pdf)); the improved Cal Grant eligibility notification letters increased the creation of required accounts on the state financial aid website by up to 6.8 percentage points ([Linos et al., 2024](https://www.cambridge.org/core/services/aop-cambridge-core/content/view/4DF74F2B3C9B9A3C2F18375860A90A8F/S2398063X2200001Xa.pdf/div-class-title-demystifying-college-costs-how-nudges-can-and-can-t-help-div.pdf)); and the workshop promotional campaigns and financial incentives had a positive effect on Cal Grant applications ([Gurantz, 2018](https://files.eric.ed.gov/fulltext/EJ1186909.pdf)). However, there was limited effectiveness of the interventions on final aid receipt or college enrollment. The Indiana intervention had no impact on the likelihood of submitting an *approved* application ([Burnett & Kroeger, 2020](https://leo.nd.edu/assets/407847/the_role_of_information_in_college_scholarship_enrollment_kroeger_burnett.pdf)) and the improved Cal Grant eligibility notification letters did not affect Cal Grant receipt and had limited effect on students’ college choice ([Linos et al., 2024](https://www.cambridge.org/core/services/aop-cambridge-core/content/view/4DF74F2B3C9B9A3C2F18375860A90A8F/S2398063X2200001Xa.pdf/div-class-title-demystifying-college-costs-how-nudges-can-and-can-t-help-div.pdf)). The workshop promotional campaigns and financial incentives did have a positive effect on Cal Grants awarded and enrollment in California public four-year colleges ([Gurantz, 2018](https://files.eric.ed.gov/fulltext/EJ1186909.pdf)). *Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study*. [Explore our methodology](/rc-methodology) Open all sections Close all sections ### Nudging Enrollment in Indiana's 21st Century Scholars Program (Burnett & Kroeger, 2020) expand\_more **Study: The Role of Information in College Scholarship Enrollment: Evidence from a Light-Touch Intervention** ([Burnett & Kroeger, 2020](https://leo.nd.edu/assets/407847/the_role_of_information_in_college_scholarship_enrollment_kroeger_burnett.pdf)) **Intervention:** Light-touch nudge to encourage enrollment in Indiana’s college scholarship program for low-income students, the 21st Century Scholars program. To receive aid from the program, students must enroll by the end of 8th grade and meet certain milestones throughout high school. The families of treated students received personalized outreach about the program via a phone call or letter. The outreach occurred two weeks before the program enrollment deadline and included program information, average financial payoff to earning a college degree, and, and instructions on how to apply for the scholarship. Students who received the personalized outreach nudges were compared to control group students who received no additional information beyond earlier, baseline outreach. **Context:** - The sample included 655 8th grade students within a single school district in South Bend, Indiana had not yet enrolled in the 21st Century Scholars program one month before the deadline. The intervention was conducted during the 2016-17 academic year. - 43% of the sample was Black and 29% of students was Latinx. All students were eligible for free-or reduced-price lunch. The school district had low historical enrollment in the 21st Century Scholars program. - The intervention used Spanish-speaking callers to families that would benefit. **Research Design:** Randomized Controlled Trial **Findings:** - Receiving a nudge (via call or letter) led to a 5.4 percentage point increase in probability of submitting an application for the scholarship program - Effects were larger when adjusting for noncompliance (e.g., some families in the control group received phone call outreach) - However, the nudge did not have a statistically significant impact on the likelihood of submitting an *approved* application. - All of the applications in the control group were approved, while some in the treatment group were not—likely due to incomplete or invalid responses. - The phone nudge was more effective than the letter, particularly when the call was answered and resulted in a conversation. However, the phone treatment had some limitations: about 20% of families did not receive any messaging due to full voicemail boxes or non-working numbers. **Subgroup Findings:** - No differential effects of the nudge by gender, race, or academic achievement. ### Testing Redesigned Notification Letters about the Cal Grant Award (Linos et al., 2024) expand\_more **Study: Demystifying College Costs: How Nudges Can and Can’t Help** ([Linos et al., 2024](https://www.cambridge.org/core/services/aop-cambridge-core/content/view/4DF74F2B3C9B9A3C2F18375860A90A8F/S2398063X2200001Xa.pdf/div-class-title-demystifying-college-costs-how-nudges-can-and-can-t-help-div.pdf)) *Preliminary results of Year 1 of this study, which include additional study details, are published in a 2018 report by the same authors, titled* [*Increasing the Take-Up of Cal Grants*](https://capolicylab.org/wp-content/uploads/2019/06/Increasing-the-Take-up-of-Cal-Grants.pdf) **Intervention:** This study tested whether redesigned notification letters about students’ eligibility for a Cal Grant award (California’s statewide financial aid program) could increase take-up of the award. Across two separate studies, four different versions of a revised letter were tested, each designed to address psychological, informational, and logistical burdens that may prevent award take-up. The letters were sent mid-school year, beginning as early as mid-November, after students had completed the FAFSA. - In the first study, the study team tested the effects of two revised versions of the notification letter. The control group for students receiving these versions was students receiving the baseline version of the letter (which had been flagged as being too complex). - *Simplified* version: Letters were designed to be simpler (e.g., reduced text, defined terms) and more visually engaging. They also included a clear call to action with next steps about registering for an account on the California Student Aid Commission (CSAC) website—a required step to receive the scholarship - *Simplified + Belonging* version: Simplified version plus language that highlighted students’ sense of college belonging and their deservingness of the award. These letters included the following language: *“You have shown that you’re the kind of person who belongs in college. We’ve been working hard to help you get there!”* - Based on promising preliminary results from Study 1, the study team tested two additional revised versions of the notification letter in the following year. **Students who received these revised versions were compared to students receiving the Simplified letter from Study 1.** - *Simplified + Belonging* version: same as *Simplified + Belonging* version from Study 1. - *Simplified + Social Norm* version*: Simplified + Belonging* version plus language that highlighted the social norm of students’ peers attending college and utilizing the Cal Grant.. These letters included the following language: *“Join thousands of high school seniors who have claimed their Cal Grant and are not college graduates!”* - *Simplified + Belonging + Net Costs* version: *Simplified + Belonging* version plus a customized table that included information about the net cost of college (tuition and living expenses) of attending the colleges that the student listed on their FAFSA. **Context:** - Both studies were conducted in California, and each included approximately 135,000 high school seniors from over 2,000 high schools. Study 1 was implemented during the 2017-18 school year, Study 2 in 2018-19. The intervention was administered by the California Student Aid Commission (CSAC), the state agency that administers financial aid in the state. - The sample for both studies included students who had completed the FAFSA and were eligible for Cal Grant A and/or Cal Grant B. Given the family income eligibility requirements of Cal Grant A and B, the study focused on low- and moderate-income students with an average household income of approximately $20,000. - The Cal Grant, California’s state financial aid program, consists of various college grant programs that vary in their amount and eligibility criteria. This study focuses on two types of the Cal Grant – Cal Grant A and Cal Grant B, both of which serve recent high school graduates. Cal Grant A is available for students with a HS GPA of 3.0+ and a family income of ~$100,000 or below. Cal Grant B was available for students with a HS GPA of 2.0+ and a family income of ~$50,000 or below. - At the time of the study, students were required to file the FAFSA to be considered for a Cal Grant. Eligibility notification letters were sent based on information provided in the FAFSA and GPAs provided by high schools, but receiving the award depended on completing several additional steps. These included registering for an account on the California Student Aid Commission’s website and, in many cases, submitting additional documentation to colleges to verify FAFSA information. **Research Design:** Randomized Controlled Trial **Findings:** - *Account Creation on CSAC website (required to receive grant):* - In year 1, the *Simplified* letter increased the likelihood that eligible students created an account on the CSAC website by 5.5 percentage points and the *Simplified + Belonging* letter increased account creation by 6.8 percentage points, both relative to the baseline notification letter. - In year 2, the *Simplified + Belonging + Net Costs* letter increased account creation by 3 percentage points compared to the *Simplified* letter tested in year 1. However, there were no statistically significant differences in account creation between students who received the *Simplified + Belonging* or *Simplified + Social Norm* versions compared to those who received the *Simplified*version*.* - *Payout of Grant (representing enrollment at any CA college):* - There were no statistically significant effects of any versions of the revised notification letters on whether the student received a payout of the grant in the fall following high school graduation. - *Choice of College:* - Overall, receiving a revised version of the letter had little effect on students’ choice of college. Receiving the *Simplified + Belonging + Net Costs* version led to increased enrollment at a California community college. **Subgroup Findings:** - Exploratory analyses find that the effects of the intervention are larger for the lower-income students (those eligible for Cal Grant B, which requires a family income of approximately $50,000 or below. - Exploratory analyses also find the effects of the intervention are larger for late FAFSA filers (those who file after February 1st). ### Local Advertising and Small Financial Lotteries to Increase Cal Grant Uptake (Gurantz, 2018) expand\_more **Study: A Little Can Go a Long Way: The Impact of Advertising** **Services on Program Take-Up** ([Gurantz, 2018](https://files.eric.ed.gov/fulltext/EJ1186909.pdf)) **Intervention:** This study examined whether local advertising and small financial lotteries could increase the likelihood that low-income families applied for and received Cal Grant financial aid (California’s state aid program). The intervention involved two types of promotions to encourage attendance at Cash for College (CFC) workshops. The promotions included: (1) advertisements (i.e., posters, fliers, and informational folders) as well as a financial lottery at each workshop, where one randomly selected student in attendance would receive at $1,000 scholarship. The Cash for College workshops, which were funded by the state and offered at California high schools, aimed to increase financial aid applications by providing information and in-person support for completing financial aid forms. **Context:** - The sample for the study included students from 1,112 California high schools, 389 of which offered the Cash for College workshops. The study took place in 2014-15. - Treatment schools enrolled a high proportion of low-income students (60%+ were free- or reduced-price lunch eligible) and had racially diverse student populations (55% Hispanic, 11% Asian, 7% Black). Approximately a quarter of treatment group schools were located in rural areas. - The Cal Grant is a California financial aid program that provides grant aid for (predominately public) in-state two- and four-year colleges. To receive the Cal Grant (at the time of the study), students had to: (1) file the FAFSA (2) approve a GPA verification form submitted by their school counselor and (3) meet certain eligibility requirements. - The author estimated the impact of the promotional materials by looking at how outcomes changed over time at schools that offered Cash for College workshops. Specifically, the study compares student outcomes during the years when the workshops included promotions (i.e., advertisements and lottery incentives) to years when the workshops continued but the promotions stopped. These changes are then compared to outcomes at schools that never offered the workshops, helping to isolate the effect of the promotions. **Research Design:** Difference-in-Differences **Findings:** *Note that because the study measured what happened after the promotional materials were removed, the findings reflect the positive effect these materials had when they were previously in place. Removing the promotional materials led to…* - **Completed Cal Grant Applications:** 3-4% decrease (approximately 4-6 fewer applications / school) - **Financial Aid Awarded:** Decrease in Cal Grant payments of approximately ~$42,000 **per high school**, driven by a decrease in awards to four-year public colleges. - **Postsecondary Enrollment:** 0.5%-1% percentage point decrease in enrollment in four-year public colleges. **Subgroup Findings:** - The effect of the promotional materials on completed Cal Grant applications was largest among low-income students with high GPAs (3.0+). - The promotional materials had no impact on Cal Grant application completion among middle-income students with high GPAs (3.0+) ## Text Message Based FAFSA Outreach and Support **What the Studies Tested:** - These studies test two-way text message outreach about the FAFSA, through which students can respond and request additional assistance. Messages were sent through automated texting platforms that allowed for pre-programmed mass messaging, appearing to students as personalized texts from a counselor or advisor without requiring individuals to send messages one by one. These interventions highlight the importance of the FAFSA and include information about filing deadlines. Across the studies in this section, this type of intervention is tested at the local, state and national levels. **What the Studies Found:** - Evaluations of FAFSA texting interventions found positive effects on FAFSA filing rates when implemented at the local level. However, efforts to scale these interventions at the state or national level have not been successful. *Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study*. [Explore our methodology](/rc-methodology) Open all sections Close all sections ### Two-way Texting Campaigns Implemented at District and National Levels (Avery et al., 2020) expand\_more **Study: Digital Messaging to Improve College Enrollment and Success** ([Avery et al., 2020](https://www.nber.org/papers/w27897)) *This study was published as* [*"Digital Messaging to Improve College Enrollment and Success"*](https://www.sciencedirect.com/science/article/abs/pii/S0272775721000881) *in 2021 but is behind a paywall.* **Intervention:** This study evaluated the impact of two FAFSA text message campaigns, one at the local level and one at the national level. **Context:** - This study evaluated a 2015-16 text messaging campaign that sent high school juniors and seniors information about key steps for applying to and enrolling in college, including topics related to financial aid and FAFSA completion. The campaign was tested at both the local and national levels. - *Local level:* The intervention was tested across several Texas school districts in the Austin and Houston areas. Students received messages once every one to two weeks from their high school counselors and had the opportunity to request additional assistance. - *National level:* Students received similar messages (once per month) and were still able to request additional advising via text, but the sender of the messages was an unfamiliar source. **Research Design:** Randomized Controlled Trial **Findings:** - The local, school-based version of the intervention increased FAFSA submission and completion, along with other college-going behaviors. - Increased FAFSA submission and completion between 5-9 percentage points *(varies based on the data and model that were used).* - Increase of 8 percentage points in the proportion of students applying to an in-state public college. - Marginally significant (p<0.1) 4 percentage point increase in SAT / ACT taking. - No statistically significant effect on college enrollment. - The national version of the intervention had no effect on FAFSA filing or other college-going behaviors. ### One- and Two-Way Texting Campaigns Implemented at State and National Levels (Bird et al., 2019) expand\_more **Study: Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns** ([Bird et al., 2019](https://www.nber.org/papers/w26158)) *This study was published as* [*"Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns"*](https://www.sciencedirect.com/science/article/abs/pii/S0167268120304819) *in 2021 but is behind a paywall.* **Intervention:** This study tests whether financial aid text message campaigns continue to be effective when scaled up to the state and national levels. **Context:** - The state-level intervention involved a partnership with an undisclosed state agency and targeted 2016 high school graduates who had applied for college admission. Students were sent messages letting them know about two changes that had been made to the FAFSA: (1) families could file their FAFSA earlier than in previous years (October rather than January) and (2) that families could use their income tax returns to populate part of the FAFSA. - The national-level intervention involved a partnership with the Common Application (Common App) and targeted first-generation and lower-income high school seniors from the class of 2016 who had registered with the Common App by fall 2015. These students were sent messages encouraging them to file the FAFSA early as well as messages related to the benefits and logistics of FAFSA completion. Both one- and two-way messaging versions of the interventions were tested. **Research Design:** Randomized Controlled Trial **Findings:** - Across both interventions, the study authors find no effects of the messaging campaign on FAFSA filing, college enrollment, or college persistence ### Two-Way Texting Campaign Implemented at District Level (Page et al., 2020) expand\_more **Study:** **Customized Nudging to Improve FAFSA Completion and Income Verification** ([Page et al., 2020](https://journals.sagepub.com/doi/abs/10.3102/0162373719876916?journalCode=epaa)) **Intervention:** This study evaluated the impact of a FAFSA text message outreach intervention to high school seniors. The intervention provided both general and personalized information about the FAFSA filing process. **Context:** - This intervention targeted the class of 2015 high school seniors in Austin and Houston, Texas. Messages were sent during the latter half of students’ senior year. Students received general reminders about FAFSA deadlines along with regular personalized updates on their individual FAFSA submission and completion status. They were encouraged to seek additional support from their high school counselor, either via text or in person, if needed. The intervention aimed not only to increase FAFSA completion but also to help students overcome additional barriers that arose, such as being flagged for income verification **Research Design:** Randomized Controlled Trial **Findings:** *Compared to students not receiving text message outreach, receiving the text messages...* - Led to a 6-percentage-point increase in FAFSA filing and completion by the end of the school year, partially driven by students filing earlier than would have otherwise. - Increased immediate college matriculation by 3 percentage points, particularly through increased enrollment at four-year colleges. ## Targeted, Hands-on Support with FAFSA Filing **What the Studies Tested:** - These studies tested the effect of providing intensive, hands-on FAFSA filing assistance to students and their families. Two of the studies involved partnerships with local non-profits, while the third involved a partnership with H&R Block. **What the Studies Found:** - Providing families with support completing the FAFSA led to increases in FAFSA filing. In two of the three studies, these effects were quite sizable. The Bettinger et al. ([2012](https://oreopoulos.faculty.economics.utoronto.ca/wp-content/uploads/2020/05/bettinger-et-al-the-role-of-application-assistance-and-information-in-college-decisions-qje-2012.pdf)) study found a 16-percentage point increase in FAFSA filing among treated families and the Daun-Barnett ([2023](https://www.mdpi.com/2227-7102/13/5/472)) study found a 60% increase in FAFSA completion rates in the schools affected by the FAFSA completion intervention. The Diaz et al. ([2018](https://www.wested.org/resource/evaluation-of-uaspires-afford-program-year-4-final-annual-report/)) study found a much smaller effect of providing workshop-based and one-on-one college affordability advising services to high school seniors, finding that students participating in the program were 1% more likely to submit the FAFSA and California Dream Act applications and were 5% more likely to submit with greater accuracy. *Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study*. [Explore our methodology](/rc-methodology) Open all sections Close all sections ### FAFSA Application Assistance from H&R Block (Bettinger et al., 2012) expand\_more **Study:** **The Role of Application Assistance and Information in College Decisions: Results from the H&R Block FAFSA Experiment** ([Bettinger et al., 2012](https://oreopoulos.faculty.economics.utoronto.ca/wp-content/uploads/2020/05/bettinger-et-al-the-role-of-application-assistance-and-information-in-college-decisions-qje-2012.pdf)) **Intervention:** This study tested an intervention designed to increase FAFSA filing among low- and middle-income families with high school seniors or recent graduates. The study targeted families that were using H&R Block for tax preparation. At their tax appointment, families in the treatment group were offered one or two versions of the intervention. The first version provided assistance with completing the FAFSA along with information about likely financial aid eligibility and adjusted tuition prices for nearby colleges. The second version of the intervention offered families only information on estimated aid and encouragement to file the FAFSA, without providing assistance to complete the form. **Context:** - This intervention was tested in 2008 with families in most of Ohio and the Charlotte, North Carolina area. This intervention was also tested on a sample of older individuals who would be filing their FAFSA as an independent. For this summary, we focus only on the results for the current seniors and recent high school graduates. **Research Design:** Randomized Controlled Trial **Findings:** - The treatment arm that offered information and assistance increased FAFSA filing rates (16 percentage points), college enrollment the following year (8 percentage points) and Pell Grant receipt (11 percentage points). - The treatment arm that offered information and encouragement only had no effect on FAFSA filing, college enrollment, or Pell grant receipt. ### The FAFSA Completion Project (Daun-Barnett, 2023) expand\_more **Study:** **Say Yes to Education- Buffalo: A Human Capabilities Approach to College Access and Local Economic Development** ([Daun-Barnett, 2023](https://www.mdpi.com/2227-7102/13/5/472)) **Intervention:** This study evaluated a FAFSA completion intervention, named The FAFSA Completion Project, that offered high school seniors and their families hands-on, one-on-one assistance with completing their financial aid application. The FAFSA Completion Project included three phases. First, the non-profit organization met with students during the school day and helped them create a PIN for the FAFSA and complete the student information seconds. The second phase was a weekend event that offered both income tax assistance and financial aid application assistance. The last phase involved volunteers who were available to meet with families one-on-one to complete the FAFSA. **Context:** - This intervention was implemented as part of a university – school district – community collaboration in Buffalo Public Schools in Buffalo, NY. The intervention was launched in 2012 in response to the announcement of a new college scholarship in the city that would cover 60% of students’ college tuition. The intervention relied on volunteers that were managed by the local non-profit. **Research Design:** Difference-in-Differences **Findings:** - The FAFSA completion intervention led to a 60% increase in the FAFSA completion rate in Buffalo Public Schools. ### uAspire's Afford Program (Diaz et al., 2018) expand\_more **Study:** **Evaluation of uAspire's Afford Program: Year 4 Final Annual Report** ([Diaz et al., 2018](https://www.wested.org/resources/evaluation-of-uaspires-afford-program-year-4-final-annual-report/)) **Intervention:** This study tested the impact of a community organization’s workshop-based and one-on-one college affordability advising services offered to high school seniors. The program focused on guiding students through three key financial aid application milestones: a planning session, Free Application for Federal Student Aid (FAFSA)/California (CA) Dream Act completion, and an award letter review session. **Context:** - The study sample was class of 2018 high school seniors attending one of five high schools in the San Francisco United School District (SFUSD). This intervention was implemented by uAspire, an educational nonprofit during students’ senior year. **Research Design:** Randomized Controlled Trial **Findings:** - Students participating in the program were 1% more likely to submit the FAFSA and California Dream Act applications and were 5% more likely to submit with greater accuracy. - There were no differences between treatment and control group students in their belief that college costs and financial aid are important factors in their college decision. - Students receiving the intervention reported higher understanding of the financial aid process and beliefs that college could be affordable. ### Implementation Considerations expand\_more - **Awareness of Students’ FAFSA Filing Status and Intended Post-High School Pathway:** Having information on FAFSA completion rates can help your district understand the scope of the challenge and information on students' FAFSA filing status can enable your district to provide targeted support for students. Does your district have access to data on students’ FAFSA filing statuses? Establishing a process to track students’ intended post-high school plans can help ensure that outreach efforts are focused on students who aim to attend college but have not yet completed the FAFSA. - [The National College Attainment Network (NCAN) offers a FAFSA tracker](https://www.ncan.org/page/fafsatracker) on their website that provides current FAFSA filing rates and historical trends. This information is available for individual schools, districts, and states. - States may have their own resources for tracking FAFSA completion rates. For example, [New York has their own FAFSA tracker](https://newyork.fafsatracker.com/) (which displays NY specific NCAN data). - **Increasing Awareness and Applications for State Financial Aid:** Students and families may be unaware of the full range of state financial aid programs available or the steps required to access these funds. Several reviewed studies found that even relatively low-cost informational interventions, including proactive outreach and efforts to simplify language and highlight action steps in messaging, can increase the number of students taking the required steps to apply for state aid. Does your district have a strategy in place to raise awareness about state aid programs and support students through the application process? - **Capacity to Offer Hands-On Support:** The reviewed studies found that offering hands-on support for FAFSA filing positively impacted completion rates. Can your district leverage a combination of staff members, community volunteers, and local nonprofits to provide this type of assistance? - **Promote In-Person Events with Strategic Messaging and Incentives:** One of the reviewed studies found that promoting events like FAFSA or state aid application completion nights through advertisements and financial incentives (like a raffle) can increase participation and applications. In the study, the raffle was funded by the state, but could your district solicit donations from local organizations and businesses? - **Professional Development:** What training and professional development would be necessary to equip staff with the knowledge to offer one-on-one or small group FAFSA guidance? Are there opportunities to partner with local colleges for this training? - **Using Text Messages to Lower Costs:** Local interventions that used automated text messages to reach all students, followed by one-on-one advising for those who required additional assistance, demonstrated promising results in increasing FAFSA filing rates. These text message interventions were more cost effective compared to the purely hands-on-support interventions. - **Implementation Information:** Many of the reviewed studies include detailed implementation details (e.g., vendors used, cost breakdowns, intervention timing, messaging content) that can be used to build out an intervention at your district. Studies are linked below, with open access versions linked when available. - Data Insight Partners offers a numerous school and community resources related to FAFSA completion, [including a plan for hosting a FAFSA night at your school](https://national.fafsatracker.com/schoolresources). - **Ensuring Communication Access:** Does your district have a communication platform in place to reach students and families? If planning to use a texting or informational campaign, using an existing platform can help reduce both costs and logistical challenges. If phone numbers are needed for outreach, it is crucial to gather accurate contact information for most students. You should ensure that your district has access to this information or another reliable method for connecting with students and families. - **Partnerships and Vendors:** Many of the studies reviewed in this section involved partnerships with nonprofits or vendors to facilitate implementation. What cost and capacity trade-offs do these partnerships present in your district?