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College Advising at a National Scale: Experimental Evidence from the CollegePoint initiative

In recognition of the complexity of the college and financial aid application process, and in response to insufficient access to family or school-based counseling among economically-disadvantaged populations, investments at the local, state, and federal level have expanded students’ access to college and financial aid advising. Experimental and quasi-experimental studies of these programs demonstrate that they can generate substantial improvements in the rate at which low-income students enroll and persist in college. While these programs are successful at the level of individual communities, the individualized, in-person college advising model faces numerous barriers to scale. In this paper, we report early results from an RCT of CollegePoint, an innovative, national college advising initiative that pursues a technology-enabled approach to provide students with sustained, intensive advising. Students assigned to CollegePoint are modestly more likely (1.5 percentage points, or 7.5 percent relative to the control) to enroll at the most selective colleges and universities (Barron’s 1 institutions), though we find no difference in enrollment patterns on other measures of college quality. We find suggestive evidence of variation in the impact of CollegePoint based on when students enrolled in the program. Students who enrolled in the spring of their junior year were 5.6 percentage points (22 percent relative to the control) more likely to enroll at one of the most selective colleges and universities in the country than students in the control group who also signed up in the spring of junior year but who were not assigned to the program.

Keywords
college access, college advising, college success, scale,
Education level
Document Object Identifier (DOI)
10.26300/s323-5g64

EdWorkingPaper suggested citation:

Sullivan, Zach, Ben Castleman, and Eric Bettinger. (). College Advising at a National Scale: Experimental Evidence from the CollegePoint initiative. (EdWorkingPaper: -123). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/s323-5g64

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