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Mentoring as a dose treatment: Frequency matters—Evidence from a French mentoring programme

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  • Vera Chiodi
  • Gabriel Montes‐Rojas

Abstract

We evaluate how the impact of a mentoring programme in French disadvantaged high schools varies with the intensity of the programme. Given that, in general, the only significant effect was observed by full attendance to all meetings, we argue that the treatment dose matters. Thus, while the original evaluation programme was designed as a randomized experiment to balance control and treated individuals (those who were offered the mentoring scheme, with different degree of programme participation), we motivate the use of continuous and multi‐valued treatment effects models to estimate the dose response function. The programme shows that information about prospective labour market opportunities feeds back positively into academic performance. However, it has a negative effect on job self‐esteem, suggesting that acquiring information on job market prospects updates students' priors on their skills and possibilities and that the students might be updating rationally.

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  • Vera Chiodi & Gabriel Montes‐Rojas, 2022. "Mentoring as a dose treatment: Frequency matters—Evidence from a French mentoring programme," LABOUR, CEIS, vol. 36(2), pages 145-166, June.
    • Handle: RePEc:bla:labour:v:36:y:2022:i:2:p:145-166
    DOI: 10.1111/labr.12219
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    More about this item

    JEL classification:

    • C31 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models; Quantile Regressions; Social Interaction Models
    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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