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Matea Pender

Oded Gurantz, Matea Pender, Zachary Mabel, Cassandra Larson, Eric Bettinger.

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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Oded Gurantz, Jessica Howell, Mike Hurwitz, Cassandra Larson, Matea Pender, Brooke White.

The College Board sought to reduce barriers in the college application process by minimizing information aggregation costs, encouraging a broad application portfolio, and providing an impetus to start the search process. Some students were offered additional encouragements, such as text message reminders or college application fee waivers. In a randomized control trial with 785,000 low- and middle-income students in the top 50% of the PSAT and SAT distributions, we find no changes in college enrollment patterns, with the exception of a 0.02σ increase in college quality measures for African-American and Hispanic students.

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