This dissertation contains chapters that explore higher education policy issues related to student outcomes. In the first chapter, I examine the results of a controlled randomized trial of a brief, inexpensive phone call outreach to a sample of Pell eligible students at the University of Missouri intended to increase FAFSA filing, on-time FAFSA filing, aid awarded, and subsequent persistence. Controlling for baseline variations between the intervention and control, students receiving the phone call reminders have significantly higher rates of overall filing and filing by both institutional and state deadlines compared to peers in the control; increases were particularly large for students from the lowest income families, independent students, and students at the sophomore level or higher. There were no significant differences in retention between the treatment and control. In the second chapter I use a randomized trial at a public university and draw on both administrative and survey data to evaluate a third party service intended to increase student persistence by delivering daily text-message "nudges" encouraging positive academic behavior and providing opportunities for values affirmation. Controlling for baseline variations between the intervention and control, students receiving the text messages did not differ overall from students in the control in their subsequent on-time FAFSA filing, use of campus tutoring centers, quarterly GPA, or retention to the subsequent semester. Although analysis of interaction effects suggests the possibility of differential impact on subgroups of students, these may due to chance and merit further exploration. In the third chapter, I address calls for additional insight on program-level student outcomes at For-profit Colleges and Universities (FPCUs). Using longitudinal data from the Wisconsin Educational Approval Board, I perform both descriptive and exploratory regression analysis to examine levels of variation in the student outcomes of retention, graduation, and employment as well as the relationship between those outcomes and observable program-level characteristics. Program-level outcomes are found to vary at rates similar to or greater than institutional outcomes, suggesting greater diversity of outcomes at FPCUs than is typically depicted. Program level data elements are shown to have considerable explanatory power for this variation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]