Transparency versus opacity is an important dimension of college admission policy. Colleges may gain useful information from a holistic review of applicants' materials, but in doing so may contribute to uncertainty that discourages potential applicants with poor information. This paper investigates the impacts of admissions transparency in the context of Texas' Top Ten Percent Plan, using survey and administrative data from Texas and a model of college applications, admissions, enrollment, grades, and persistence. I estimate that two thirds of the plan's 9.1 point impact on top‐decile students' probability of attending a flagship university was due to information rather than mechanical effects. Students induced to enroll are more likely to come from low‐income high schools, and academically outperform the students that they displace. These effects would be larger if complemented by financial‐aid information, and are driven by transparency, not misalignment between the rules used for automatic and discretionary admissions.

Many school districts with centralized school choice adopt strategy-proof assignment mechanisms to relieve applicants from needing to strategize based on beliefs about their own admissions chances. This article shows that beliefs about admissions chances shape choice outcomes even when the assignment mechanism is strategy-proof by influencing how applicants search for schools and that “smart matching platforms” that provide live feedback on admissions chances help applicants search more effectively. Motivated by a model in which applicants engage in costly search for schools and overoptimism can lead to undersearch, we use data from a large-scale survey of choice participants in Chile to show that learning about schools is hard, beliefs about admissions chances guide the decision to stop searching, and applicants systematically underestimate nonplacement risk. We use RCT and RD research designs to evaluate scaled live feedback policies in the Chilean and New Haven choice systems. Twenty-two percent of applicants submitting applications where risks of nonplacement are high respond to warnings by adding schools to their lists, reducing nonplacement risk by 58% and increasing test score value added at the schools where they enroll by 0.10 standard deviations. Reducing the burden of school choice requires not just strategy-proofness inside the centralized system but also choice supports for the strategic decisions that inevitably remain outside of it.