Measuring college information in secondary students and higher education access

This study explores the higher-education knowledge level among high-school students and the relationship between this information and college enrollment. We designed a questionnaire and administered it to 1600 university-track high-school students in Chile. Using the data, we developed a comprehensive measure of higher-education knowledge using Item Response Theory and conducted multilevel regression analyses. The results show that, despite being low, the students’ level of knowledge on college is positively associated with higher-education enrollment. The most predictive dimension is information about programs and institutions, rather than costs and financial aid. Our results are relevant to the creation of fairer and successful trajectories to higher education.