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Virtual Advising for High-Achieving High School Students

We examine whether virtual advising – college counseling using technology to communicate remotely – increases postsecondary enrollment in selective colleges. We test this approach using a sample of approximately 16,000 high-achieving, low- and middle-income students identified by the College Board and randomly assigned to receive virtual advising from the College Advising Corps. The offer of virtual advising had no impact on overall college enrollment, but increased enrollment in high graduation rate colleges by 2.7 percentage points (5%), with instrumental variable impacts on treated students of 6.1 percentage points. We also find that non-white students who were randomly assigned to a nonwhite adviser exhibited stronger treatment effects.

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Document Object Identifier (DOI)
10.26300/yawp-ad54

EdWorkingPaper suggested citation:

Gurantz, Oded, Matea Pender, Zachary Mabel, Cassandra Larson, and Eric Bettinger. (). Virtual Advising for High-Achieving High School Students. (EdWorkingPaper: -126). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/yawp-ad54

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