Advisor Value-Added and Student Outcomes: Evidence from Randomly Assigned College Advisors
dc.contributor.author | Canaan, Serena | en |
dc.contributor.author | Deeb, Antoine | en |
dc.contributor.author | Mouganie, Pierre | en |
dc.date.accessed | 2019-11-26 | en |
dc.date.accessioned | 2019-12-19T19:56:44Z | en |
dc.date.available | 2019-12-19T19:56:44Z | en |
dc.date.issued | 2019-11-01 | en |
dc.description.abstract | This paper provides the first causal evidence on the impact of college advisor quality on student outcomes. To do so, we exploit a unique setting where students are randomly assigned to faculty advisors during their first year of college. We find that higher advisor value-added (VA) substantially improves freshman year GPA, time to complete freshman year and four-year graduation rates. Additionally, higher advisor VA increases high-ability students’ likelihood of enrolling and graduating with a STEM degree. Our results indicate that allocating resources towards improving the quality of academic advising may play a key role in promoting college success. | en |
dc.description.sponsorship | Annenberg Institute at Brown University | en |
dc.format.mimetype | application/pdf | en |
dc.identifier.sourceurl | https://edworkingpapers.org/sites/default/files/ai19-154.pdf | en |
dc.identifier.uri | http://hdl.handle.net/10919/96112 | en |
dc.language.iso | en | en |
dc.publisher | Annenberg Institute at Brown University | en |
dc.relation.ispartofseries | EdWorkingPaper ; 19-154 | en |
dc.rights | Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International | en |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | en |
dc.subject | STEM careers | en |
dc.subject | academic achievement | en |
dc.subject | educational attainment | en |
dc.subject | higher education counseling | en |
dc.title | Advisor Value-Added and Student Outcomes: Evidence from Randomly Assigned College Advisors | en |
dc.type | Report | en |
dc.type.dcmitype | Text | en |
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