Does Virtual Advising Increase College Enrollment? Evidence from a Random-Assignment College Access Field Experiment

• 成果类型: Article
• 署名作者: Phillips, Meredith; Reber, Sarah
• 署名单位: University of California System; University of California Los Angeles; National Bureau of Economic Research
• 刊物名称: AMERICAN ECONOMIC JOURNAL-ECONOMIC POLICY
• ISSN/ISSBN: 1945-7731
• DOI: 10.1257/pol.20200515
• 发表日期: 2022
• 页码: 198-234
• 关键词: going interventions; student; INFORMATION; POLICY; PARTICIPATION; perceptions; education; barriers; PROGRAMS; guidance

摘要

Although in-person college access programs can be effective, less is known about whether low-cost and scalable virtual interventions can achieve the same benefits. We evaluate two variants of a virtual college counseling program. Students randomly assigned to the program felt more supported applying to college and applied more broadly to four-year colleges, but were not more likely to be accepted or enroll. We analyze rich and extensive survey data to explore mechanisms and why the program did not improve college enrollment. We conclude that low-intensity programs may work for some students, but many probably need in-person and intensive help.