Pushing College Advising Forward: Experimental Evidence on Intensive Advising and College Success. EdWorkingPaper No. 20-326

Autor/inn/en	Castleman, Benjamin L.; Deutschlander, Denise; Lohner, Gabrielle
Institution	Annenberg Institute for School Reform at Brown University
Titel	Pushing College Advising Forward: Experimental Evidence on Intensive Advising and College Success. EdWorkingPaper No. 20-326
Quelle	(2020), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Students; Academic Advising; High School Students; Hispanic American Students; Educational Counseling; Higher Education; Program Effectiveness; College Enrollment; Academic Persistence; Low Income Students; At Risk Students; College Entrance Examinations; Scores; Graduation Rate; College Graduates; Educational Quality; Texas (Austin); Texas (Houston); SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Collegestudent; Akademischer Rat; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aufnahmeprüfung; Hochschulabsolvent; Hochschulabsolventin; Quality of education; Bildungsqualität
Abstract	Growing experimental evidence demonstrates that low-touch informational, nudge, and virtual advising interventions are ineffective at improving postsecondary educational outcomes for economically-disadvantaged students at scale. Intensive in-person college advising programs are a considerably higher-touch and more resource intensive strategy; some programs provide students with dozen of hours of individualized assistance starting in high school and continuing through college, and can cost thousands of dollars per student served. Despite the magnitude of this investment, causal evidence on these programs' impact is quite limited, particularly for programs that serve Hispanic students, the fastest growing segment of U.S. college enrollees. We contribute new evidence on the impact of intensive college advising programs through a multi-cohort RCT of College Forward, which provides individualized advising from junior year of high school through college for a majority Hispanic student population in Texas. College Forward leads to a 7.5 percentage point increase in enrollment in college, driven entirely by increased enrollment at four-year universities. Students who receive College Forward advising are nearly 12 percentage points more likely to persist to their third year of college. While more costly and harder to scale than low-touch interventions, back of the envelope calculations suggest that the benefit from increased college graduation likely induced by the program outweighs operating costs in less than two years following college completion. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01