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来源类型Publication
Opening the Black Box of College Counseling
Lily Fesler
发表日期2020
出版年2020
语种英语
摘要

Although many programs remotely disseminate information to students about the college application process, there is little evidence as to how students experience these programs. This paper examines a large-scale remote counseling program in which college counselors initiated interactions with 15,000 high school seniors via text message to support them through the college application process. Given the passive nature of text messaging, not all of the counselors' prompts elicited similar responses from students. I use text-as-data methods (combining qualitative coding and supervised machine learning) to measure which interactions lead to productive engagement between counselors and students, and which do not. I show that interactions about financial aid offers and financial aid applications are much more likely to generate productive engagement than interactions about college lists. This finding may help to explain why recent remote counseling interventions that have sought to influence students' college lists have been ineffective.

主题Technological Innovations in Education
子主题Information Provision and Use ; Online Education ; Societal Context ; Student Success
URLhttps://cepa.stanford.edu/content/opening-black-box-college-counseling
来源智库Center for Education Policy Analysis (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/491893
推荐引用方式
GB/T 7714
Lily Fesler. Opening the Black Box of College Counseling. 2020.
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wp20-03-v1032020.pdf(744KB)智库出版物 限制开放CC BY-NC-SA浏览
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