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Zachary Mabel
Incentivizing Equity? The Effects of Performance-Based Funding on Race-Based Gaps in College Completion
Performance-based funding models for higher education, which tie state support for institutions to performance on student outcomes, have proliferated in recent decades. Some states have designed these policies to also address educational attainment gaps by including bonus payments for… more →
Finishing the Last Lap: Experimental Evidence on Strategies to Increase College Completion for Students At Risk of Late Withdrawal
Nearly half of students who enter college do not graduate. The majority of efforts to increase college completion have focused on supporting students before or soon after they enter college, yet many students drop out after making significant progress towards their degree. In this paper, we… more →
Bringing Transparency to Predictive Analytics: A Systematic Comparison of Predictive Modeling Methods in Higher Education
Topics: MethodsColleges have increasingly turned to predictive analytics to target at-risk students for additional support. Most of the predictive analytic applications in higher education are proprietary, with private companies offering little transparency about their underlying models.
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… more →
The Value of Using Early-Career Earnings Data in the College Scorecard to Guide College Choices
Policymakers are increasingly including early-career earnings data in consumer-facing college search tools to help students and families make more informed post-secondary education decisions. We offer new evidence on the degree to which existing college-specific earnings data equips consumers… more →