Hyman, Joshua2019-12-192019-12-192019-04-01http://hdl.handle.net/10919/96056The author conducts a statewide experiment in Michigan with nearly 50,000 high-achieving high school seniors. Treated students are mailed a letter encouraging them to consider college and providing them with the web address of a college information website. He finds that very high-achieving, low-income students, and very high-achieving, minority students are the most likely to navigate to the website. Small changes to letter content affect take-up. For example, highlighting college affordability induces 18 percent more students to the website than highlighting college choice, and 37 percent more than highlighting how to apply to college. However, low-income students experience a small increase in the probability that they enroll in college, driven by increases at four-year institutions. An examination of persistence through college, while imprecise, suggests that the students induced into college by the intervention persist at a lower rate than the inframarginal student.application/pdfenCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationaleducation, higher--Michiganminority studentsadmission policyeducational attainmentArticlehttp://www.edworkingpapers.com/sites/default/files/ai19-36.pdf