Information provision, choice simplification, social messaging, active-choice frameworks, and automatic enrollment all increase retirement savings. However, gauging the relative efficacy of these approaches is challenging because the supporting evidence spans widely different institutional settings, populations, and time periods. In this study, we leverage experimental and quasi-experimental variation in a constant setting, the U.S. military between 2016-2018, to examine the effects of nearly two dozen experiments for four leading policy options (i.e., information emails, action steps, target contribution rates, active choice, and automatic enrollment) designed to increase retirement savings. Consistent with previous literature, we find sizable effects of savings interventions on participation and cumulative contributions that increase with the intensity of the intervention. We then exploit cost data to complete the first cost-effectiveness analysis in the literature. Our analysis suggests that active choice programs are the most cost-effective method to generate new program participation and contributions for small, medium, and large firms, while automatic enrollment is more cost-effective for very large firms.

College completion rates declined from the 1970s to the 1990s. We document that this trend has reversed -- since the 1990s, college completion rates have increased. We investigate the reasons for the increase in college graduation rates. Collectively, student characteristics, institutional resources, and institution attended do not explain much of the change. However, we show that grade inflation can explain much of the change in graduation rates. We show that GPA is a strong predictor of graduation rates and that GPAs have been rising since the 1990s. We also find that in national survey data and rich administrative data from 9 large public universities increases in college GPAs cannot be explained by student demographics, preparation, and school factors. Further, we find that at a public liberal arts college, grades have increased over time conditional on final exam performance.

Recent years have seen a rapid increase in the use of enzymes as food processing tools, as an understanding of their means of control has improved. Since publication of the first edition of this book many new products have been commercially produced and the corresponding number of published papers has swollen. This second edition has been fully revised and updated to cover changes in the last five years. It continues to provide food technologists, chemists, biochemists and microbiologists with an authoritative, practical and detailed review of the subject.

We evaluate two low-cost college support programs designed to directly target insufficient study time, a common characteristic among a large fraction of undergraduates. We conduct our experiment across three distinct college-types: (i) a selective urban college campus, (ii) a less-selective suburban college campus, and (iii) an online college, using a combination of unique survey and administrative data. More than 9,000 students were randomly assigned to complete an online planning exercise with information and guidance to create a weekly schedule containing sufficient study time and other obligations. Treated students also received weekly study tips, reminders, and coach consultations via text message throughout the academic year. Despite high levels of fidelity and initial participation, we estimate precise null effects on academic outcomes at each site, implying that the planning treatment was ineffective at improving student credit accumulation, course grades, and retention. We do find suggestive evidence, however, that the planning treatment marginally increased student study time. Taken together, the results suggest that, in addition to helping students stay organized, an effective intervention may need to provide stronger incentives or specific guidance on the tasks to complete while studying.

People rely on their experiences when making important decisions. In making these decisions, individuals may be significantly influenced by the timing of their experiences. Using administrative data, we study whether the order in which students are assigned courses affects the choice of college major. We use a natural experiment at the United States Military Academy in which students are randomly assigned to certain courses either during or after the semester in which they are required to select their college major. We find that when students are assigned to a course in the same semester as they select a major, they are over 100 percent more likely to choose a major that corresponds to that course. Despite low switching costs, approximately half of the effect persists through graduation. Our results demonstrate that the timing of when students are assigned courses has a large and persistent effect on college major choice. We explore several potential mechanisms for these results and find that students' initial major choice best fits a framework we develop that incorporates salience and availability. Furthermore, our results suggest that once students select a major, they are less likely to switch majors than the standard model of economic choice predicts. Instead, students' decision to remain in a major is more consistent with status quo bias.

Abstract: We study the impact of online degree programs on the market for U.S. higher education. Online degree programs increase the competitiveness of local education markets by providing additional options in areas that previously only had a small number of brick-and-mortar schools. We show that local postsecondary institutions in less competitive markets experienced relative enrollment declines following a regulatory change in 2006 that increased the market entry and enrollment of online institutions. Impacts on enrollment were concentrated among private non-selective institutions, which are likely to be the closest competitors to online degree programs. We also find increases in per-student instructional spending among public institutions. Our results suggest that by increasing competitive pressure on local schools, online education can be an important driver of innovation and productivity in U.S. higher education

Deciding how much to save for retirement can be complicated. Drawing on a field experiment conducted with the Department of Defense, we study whether such complexity depresses participation in an employer-sponsored retirement saving plan. We find that simplifying one dimension of the enrollment decision, by highlighting a potential rate at which non-participants might contribute, increases participation in the plan. Similar communications that did not include a highlighted rate yield smaller effects. The results highlight how reducing complexity on the intensive margin of a decision (how much to contribute) can affect extensive margin behavior (whether to contribute at all) in a setting of policy interest.