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Does Virtual Advising Increase College Enrollment? Evidence from a Random-Assignment College Access Field Experiment

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  • Meredith Phillips
  • Sarah Reber

Abstract

Although in-person college access programs can be effective, less is known about whether low-cost and scalable virtual interventions can achieve the same benefits. We evaluate two variants of a virtual college counseling program. Students randomly assigned to the program felt more supported applying to college and applied more broadly to four-year colleges, but were not more likely to be accepted or enroll. We analyze rich and extensive survey data to explore mechanisms and why the program did not improve college enrollment. We conclude that low-intensity programs may work for some students, but many probably need in-person and intensive help.

Suggested Citation

  • Meredith Phillips & Sarah Reber, 2022. "Does Virtual Advising Increase College Enrollment? Evidence from a Random-Assignment College Access Field Experiment," American Economic Journal: Economic Policy, American Economic Association, vol. 14(3), pages 198-234, August.
    • Handle: RePEc:aea:aejpol:v:14:y:2022:i:3:p:198-234
    DOI: 10.1257/pol.20200515
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    Cited by:

    1. Yuta Kuroda, 2023. "What do high-achieving graduates bring to nonacademic track high schools?," DSSR Discussion Papers 138, Graduate School of Economics and Management, Tohoku University.

    More about this item

    JEL classification:

    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • L31 - Industrial Organization - - Nonprofit Organizations and Public Enterprise - - - Nonprofit Institutions; NGOs; Social Entrepreneurship

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