| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w26509 |
| 来源ID | Working Paper 26509 |
| Does Virtual Advising Increase College Enrollment? Evidence from a Random Assignment College Access Field Experiment | |
| Meredith Phillips; Sarah J. Reber | |
| 发表日期 | 2019-12-02 |
| 出版年 | 2019 |
| 语种 | 英语 |
| 摘要 | This paper describes the effects of two variants of a virtual college-counseling intervention designed to reduce informational and social support barriers to college application and enrollment among socioeconomically disadvantaged students. Students who were randomly assigned to the program felt more supported during the college application process and applied more broadly to four-year colleges, but they were not more likely to be accepted or enroll. We show that treatment effects on intermediate outcomes were larger for the types of students we anticipated would most need additional support during the college application process and discuss why the program did not improve college enrollment, while some other similar-seeming programs have improved enrollment. We conclude that low-intensity programs may work for some students, but targeting can be difficult. And many students probably need in-person and more intensive help to increase four-year enrollments. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
| URL | https://www.nber.org/papers/w26509 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/584181 |
| 推荐引用方式 GB/T 7714 | Meredith Phillips,Sarah J. Reber. Does Virtual Advising Increase College Enrollment? Evidence from a Random Assignment College Access Field Experiment. 2019. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w26509.pdf（636KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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