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Stay late or start early? Experimental evidence on the benefits of college matriculation support from high schools versus colleges
ARTICLE

, University of Virginia, United States ; , College of Education, United States ; , University of Pittsburgh School of Education, United States

Economics of Education Review Volume 47, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

The summer melt and academic mismatch literatures have focused largely on college-ready, low-income students. Yet, a broader population of students may also benefit from additional support in formulating and realizing their college plans. We investigate the impact of a unique high school-university partnership to support college-intending students to follow through on their college plans. Specifically, we facilitated a collaborative effort between the Albuquerque Public Schools (APS) and the University of New Mexico (UNM), and randomly assigned 1602 APS graduates admitted to UNM across three experimental conditions: (1) outreach from an APS-based counselor; (2) outreach from a UNM-based counselor; or (3) the control group. Among Hispanic males, who are underrepresented at UNM compared to their APS graduating class, summer outreach improved timely postsecondary matriculation, with suggestive evidence that college-based outreach may be particularly effective. This finding is consistent with the social-psychological literature showing that increasing students’ sense of belonging at college can improve enrollment outcomes.

Citation

Castleman, B.L., Owen, L. & Page, L.C. (2015). Stay late or start early? Experimental evidence on the benefits of college matriculation support from high schools versus colleges. Economics of Education Review, 47(1), 168-179. Elsevier Ltd. Retrieved March 19, 2024 from .

This record was imported from Economics of Education Review on February 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2015.05.010

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