The Effect of a Minor Informational Intervention on Courseload and Time to Degree

Last registered on June 02, 2017

Pre-Trial

Trial Information

General Information

Title
The Effect of a Minor Informational Intervention on Courseload and Time to Degree
RCT ID
AEARCTR-0002234
Initial registration date
June 02, 2017

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
June 02, 2017, 6:33 PM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Primary Investigator

Affiliation
CALIFORNIA STATE UNIV-FULLERTON

Other Primary Investigator(s)

PI Affiliation
CALIFORNIA STATE UNIV-FULLERTON

Additional Trial Information

Status
In development
Start date
2017-06-12
End date
2023-07-31
Secondary IDs
Abstract
This experiment is designed with the intent of increasing the proportion of students at a regional public university taking a full course load (five courses per semester) rather than a partial course load (four or fewer courses per semester). Partial course loads are partially responsible for a high proportion of students at the university taking more than four years to complete their degree. In the intervention, students are provided with different forms of encouragement to take a full course load. Different college orientation groups are randomly assigned to receive (1) no encouragement, (2) encouragement to take a full course load with no reasoning, (3) encouragement with financial reasoning, (4) encouragement with social-normalizing reasoning, and (5) encouragement with both financial and social-normalizing reasoning. We then observe course-taking and persistence behavior in the following years.
External Link(s)

Registration Citation

Citation
Gill, Andrew and Nick Huntington-Klein. 2017. "The Effect of a Minor Informational Intervention on Courseload and Time to Degree." AEA RCT Registry. June 02. https://doi.org/10.1257/rct.2234-1.0
Former Citation
Gill, Andrew and Nick Huntington-Klein. 2017. "The Effect of a Minor Informational Intervention on Courseload and Time to Degree." AEA RCT Registry. June 02. https://www.socialscienceregistry.org/trials/2234/history/18239
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Experimental Details

Interventions

Intervention(s)
In the intervention, students are provided with different forms of encouragement to take a full course load. Different college orientation groups are randomly assigned to receive (1) no encouragement, (2) encouragement to take a full course load with no reasoning, (3) encouragement with financial reasoning, (4) encouragement with social-normalizing reasoning, and (5) encouragement with both financial and social-normalizing reasoning. These information sheets are provided during orientation. There is no other intervention aside from the information being presented and being made available through the information sheet.
Intervention (Hidden)
The textual content of the information sheets are as follows:
---------------
(2) Encouragement to take a full course load with no reasoning:

Welcome to CSU Fullerton!

Graduating with a Bachelor’s degree from CSU Fullerton requires the completion of 120 credits.

If you’d like to graduate in four years, that boils down to 30 credits per year, or 15 credits per semester.

CSU Fullerton recommends that you try to take 15 credits per semester, so that you can graduate within four years. You should think of 15 credits as the default amount to take.

[Image of happy students]

There are plenty of resources available to help you with this! Faculty and staff advisors are at hand. Please consider taking 15 credits when registering.

----------
(3) Encouragement with financial reasoning:

Welcome to CSU Fullerton!

Graduating with a Bachelor’s degree from CSU Fullerton requires the completion of 120 credits.

If you’d like to graduate in four years, that boils down to 30 credits per year, or 15 credits per semester.

Taking 15 credits can make a big difference! If you took 12 credits instead, it would take you an extra year to graduate.
But what’s one extra year?

It turns out that an extra year can be expensive! Not only do you have to pay tuition and fees – an estimated $6,560 – for that entire year, you are also spending an extra year earning less money! The average recent graduate earns about double what the average enrolled student does. That’s a good reason to get your degree, and also a good reason to finish in four years – that fifth year costs on average $23,081 in lost earnings.

[Graphic showing the additional costs of staying an extra year]

So that extra year could cost you nearly $30,000! That’s a pretty good reason to take 15 credits each semester.

CSU Fullerton recommends that you try to take 15 credits per semester, so that you can graduate within four years. You should think of 15 credits as the default amount to take.

[Image of happy students]

There are plenty of resources available to help you with this! Faculty and staff advisors are at hand. Please consider taking 15 credits when registering.

[Estimated tuition and fees per year provided by the CSU Budget Office. Earnings information is from the 2016 Current Population Survey, comparing current college enrollees aged 20-25 to bachelor’s degree holders aged 20-25.]
-------------
(4) Encouragement with social-normalizing reasoning:

Welcome to CSU Fullerton!

Graduating with a Bachelor’s degree from CSU Fullerton requires the completion of 120 credits.

If you’d like to graduate in four years, that boils down to 30 credits per year, or 15 credits per semester.

Doing this is not impossible! In fact, nationally, two out of every three college graduates finishes within four years. This goes even if we just limit things to public colleges like CSUF. At public colleges, 60% of college graduates finish within four years. Taking enough credits to graduate in four years is the norm!

[Graphic demonstrating that 2/3 college graduates finishes within four years]

Taking 15 credits might be a bit more work while you’re here, but you’re not alone in doing it! And you can get your degree that much faster.

CSU Fullerton recommends that you try to take 15 credits per semester, so that you can graduate within four years. You should think of 15 credits as the default amount to take.

[Image of happy students]

There are plenty of resources available to help you with this! Faculty and staff advisors are at hand. Please consider taking 15 credits when registering.

[Statistics on graduation rates taken from the National Center for Education Statistics 2015 Digest of Education Statistics. Figures are from the starting cohort of 2008.]

--------
(5) Encouragement with both financial and social-normalizing reasoning:

Welcome to CSU Fullerton!

Graduating with a Bachelor’s degree from CSU Fullerton requires the completion of 120 credits.

If you’d like to graduate in four years, that boils down to 30 credits per year, or 15 credits per semester.

Doing this is not impossible! In fact, nationally, two out of every three college graduates finishes within four years. This goes even if we just limit things to public colleges like CSUF. At public colleges, 60% of college graduates finish within four years. Taking enough credits to graduate in four years is the norm!

[Graphic demonstrating that 2/3 college graduates finishes within four years]

Taking 15 credits might be a bit more work while you’re here, but you’re not alone in doing it! And you can get your degree that much faster.

But what’s one extra year, anyway? Why should you try to graduate more quickly?

It turns out that an extra year can be expensive! Not only do you have to pay tuition and fees – an estimated $6,560 – for that entire year, you are also spending an extra year earning less money! The average recent graduate earns about double what the average enrolled student does. That’s a good reason to get your degree, and also a good reason to finish in four years – that fifth year costs on average $23,081 in lost earnings.

[Graphic showing the additional costs of staying an extra year]

So that extra year could cost you nearly $30,000! That’s a pretty good reason to take 15 credits each semester.

CSU Fullerton recommends that you try to take 15 credits per semester, so that you can graduate within four years. You should think of 15 credits as the default amount to take.

[Image of happy students]

There are plenty of resources available to help you with this! Faculty and staff advisors are at hand. Please consider taking 15 credits when registering.

[Estimated tuition and fees per year provided by the CSU Budget Office. Earnings information is from the 2016 Current Population Survey, comparing current college enrollees aged 20-25 to bachelor’s degree holders aged 20-25.]
Intervention Start Date
2017-06-12
Intervention End Date
2017-08-17

Primary Outcomes

Primary Outcomes (end points)
Outcomes will be observed in several stages. In each case, we will use administrative data to calculate whether each student is taking a full or partial course load, and link this information to the orientation group they were in.

The first report will examine differences in the rate of taking a full course load between treatment groups during the Fall and Spring semesters following orientation.
The second report will examine differences in the rate of taking a full course load between treatment groups during the first four years after enrollment, as well as differences in four-year graduation rates.
The final report will examine differences in the rate of taking a full course load between treatment groups during the Fall and Spring semesters following orientation.
The second report will examine differences in the number of terms in which a student took a full course load between treatment groups during the first six years after enrollment, as well as differences in four, five, and six-year graduation rates.

In each case, students in STEM orientation groups will be evaluated separately, looking for differences between treatment groups specifically for students with intentions to major in STEM.

In total, there are seven outcomes: taking a full course load in the Fall term after the intervention, taking a full course load in the Spring term after the intervention, number of terms taking a full course load in the first four years after the intervention, number of terms taking a full course load in the first six years after the intervention, and four, five, and six-year graduation rates. These outcomes will be evaluated for the sample as a whole as well as for the STEM subsample.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
Randomization occurs at the level of orientation groups. Each orientation group will be randomly assigned to receive one of five treatments. Each orientation group is made up of students intending to major in the same college within the university. For example, one orientation group might be made up entirely of students planning to get a degree from the business school. There are 18 orientation days, and so students within each college will be observed under multiple treatments.
Experimental Design Details
There are no additional hidden details. Each orientation group will be randomly assigned to receive one of five treatment information sheets.
Randomization Method
Randomization will be done in office by a computer.
Randomization Unit
There are 18 days in which orientation activities are held. On each of these days, roughly 450 students register. These students are then divided into groups based on the college in which their intended major is housed. These groups are the randomization unit.
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
81
Sample size: planned number of observations
7000
Sample size (or number of clusters) by treatment arms
16
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Comparing each treatment to the control and assuming independence between individuals in the same orientation groups, there is 80% power to detect a difference of 5 percentage points in any of the rates being studied (the rate of taking a full course load in a given term, the proportion of terms in which a full course load is taken, or graduation rate in a given year). The base rates of each of these is similar enough that the minimum detectable effect size is effectively the same.
IRB

Institutional Review Boards (IRBs)

IRB Name
Institutional Review Board, California State University Fullerton
IRB Approval Date
2017-05-21
IRB Approval Number
HSR-17-0176

Post-Trial

Post Trial Information

Study Withdrawal

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Intervention

Is the intervention completed?
No
Data Collection Complete
Data Publication

Data Publication

Is public data available?
No

Program Files

Program Files
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials