The second block contains _university information_ . We asked the student’s career, the name of the university, her performance in terms of grade point average and percentage of repeated courses, if she took an entry exam at a public university, and – if so – if she passed the entry exam, and the tuition fee level. The majority of the respondents are from _Universidad Tecnológica de México_ . The table shows that SOFESrecipients show a better average student performance than students without a loan, both in terms of grade point average (8.20 for the treated group versus 8.06 for the control group) and percentage of repeated courses (4.35% for the treated group versus almost 5% for the control group). About 45% of both groups reported to have taken an entry exam at a public university, and approximately a third of the applicants were accepted.

The third block surveys the student’s _educational attainment_ . The survey shows that SOFES-recipients more often attended a public high school (51%) than their colleagues without a credit from SOFES (37%). In terms of grade point average at high school, SOFES-recipients perform better than students without the loan.

The block on _family information_ presents statistics on family income and educational attainment of the student’s parents. Average monthly household income in the treated group is almost 14,000 pesos, which is substantially lower than household income in the control group (more than 20,000 pesos, with a large right-tail). The parent’s educational attainment is somewhat higher in the control group (but differences are small).

The fifth block is on the _student’s employment and income_ situation. The table shows that SOFES recipients more often report having a job on the side than students without a credit. SOFES students with parttime jobs earn slightly less income than students without a loan, possibly an indication that SOFES-students work less hours.

The sixth block presents _information on the SOFES credit program_ . We asked for the percentage of credit the student has received from SOFES, the student’s perception of the level of credit, the interest rate on the SOFES credit, the length of the repayment period of the SOFES credit after graduation, and the requirements to obtain a SOFES credit; whether the SOFES credit affected the student’s decision to enroll in a university program, what would have happened if the student had not received a SOFES credit, if the student puts in more effort because of the credit; and if the SOFES credit modified the student’s choice of discipline. The majority of SOFES-recipients consider the level of the SOFES credit sufficient, but 12% find the offered credit low. The fact that this group decided to enroll in a higher education program may suggest that accessibility is not jeopardized. But this group of students might be forced to search for additional sources of income to pay for their education. Also a majority of students consider the interest rate charged on the SOFES credit as normal. Almost all SOFES recipients consider the length of the repayment period as normal, and 80% think the requirements are reasonable.

Finally, the seventh block contains information on the student’s perception of the _performance of the SOFES credit program_ . It asked what the student thinks about the provision of information by the SOFES representative at the university, whether the student is informed on time on important dates (such as the 11