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

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.

Keywords
College Completion, STEM, Academic Advising, Value-Added
Education level
Document Object Identifier (DOI)
10.26300/4f2v-c545

EdWorkingPaper suggested citation:

Canaan, Serena, Antoine Deeb, and Pierre Mouganie. (). Advisor Value-Added and Student Outcomes: Evidence from Randomly Assigned College Advisors. (EdWorkingPaper: -154). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/4f2v-c545

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