We randomly assigned 900 junior high schools in the Ashanti Region of Ghana into one of three groups: T1) control, T2) information to students and teachers, T3) information to students, teachers, and parents. Students in T1 schools received no information. We provided students and teachers in T2 and T3 schools with information booklets and conducted a workshop during school hours. In addition, in T3 we conducted parent workshops, providing information directly to parents.
We overlay this randomization with a secondary experiment in which half of each group participated in a baseline survey and half did not. This baseline survey may have prompted students to think more about the application process and encouraged them to seek out more information. By administering this survey in a random subset of schools (T1a, T2a, and T3a), we can measure how this increase in the salience of the applications, independent of the provision of additional information, changes students' knowledge and subsequent decisions.