Advisor Value-Added and Student Outcomes: Evidence from Randomly Assigned College Advisors

dc.contributor.authorCanaan, Serenaen
dc.contributor.authorDeeb, Antoineen
dc.contributor.authorMouganie, Pierreen
dc.date.accessed2019-11-26en
dc.date.accessioned2019-12-19T19:56:44Zen
dc.date.available2019-12-19T19:56:44Zen
dc.date.issued2019-11-01en
dc.description.abstractThis 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.sponsorshipAnnenberg Institute at Brown Universityen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttps://edworkingpapers.org/sites/default/files/ai19-154.pdfen
dc.identifier.urihttp://hdl.handle.net/10919/96112en
dc.language.isoenen
dc.publisherAnnenberg Institute at Brown Universityen
dc.relation.ispartofseriesEdWorkingPaper ; 19-154en
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectSTEM careersen
dc.subjectacademic achievementen
dc.subjecteducational attainmenten
dc.subjecthigher education counselingen
dc.titleAdvisor Value-Added and Student Outcomes: Evidence from Randomly Assigned College Advisorsen
dc.typeReporten
dc.type.dcmitypeTexten

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