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

Serena Canaan,
Antoine Deeb,
Pierre Mouganie

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
Post-secondary education
Topics
Pathways to and Through Postsecondary
Tags
Higher education,
Human capital,
Student supports
Download 11/2019
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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