This doctoral project conducts an empirical analysis of education economics, particularly focusing on education policy. The first aspect examines the link between public opinion and the population's level of information. Initial research collected data comparing American and German public opinions, revealing differing views on various issues, yet similar reactions to information. This indicates that institutional differences, rather than divergent preferences, largely drive policy outcomes in the U.S. and Germany. A second research project explores public opinion on state spending across different educational areas, finding that informing respondents about the significant benefits of early childhood education increases support for preschool funding. This effect stems from a widespread underestimation of the positive impacts of early education investment. The project also addresses reducing the correlation between children's educational outcomes and parental backgrounds. One study analyzes adult opinions on structural reforms aimed at enhancing educational opportunities for disadvantaged children, showing that a majority of the German public views educational inequality as problematic and supports reforms. Another project investigates the varying educational aspirations across socio-economic groups, revealing that information on university graduates' earnings and unemployment rates, as well as tuition fees and student aid, rai
