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The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring

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  • Eric Bettinger
  • Rachel Baker

Abstract

College completion and college success often lag behind college attendance. One theory as to why students do not succeed in college is that they lack key information about how to be successful or fail to act on the information that they have. We present evidence from a randomized experiment which tests the effectiveness of individualized student coaching. Over the course of two separate school years, InsideTrack, a student coaching service, provided coaching to students from public, private, and proprietary universities. Most of the participating students were non-traditional college students enrolled in degree programs. The participating universities and InsideTrack randomly assigned students to be coached. The coach contacted students regularly to develop a clear vision of their goals, to guide them in connecting their daily activities to their long term goals, and to support them in building skills, including time management, self advocacy, and study skills. Students who were randomly assigned to a coach were more likely to persist during the treatment period, and were more likely to be attending the university one year after the coaching had ended. Coaching also proved a more cost-effective method of achieving retention and completion gains when compared to previously studied interventions such as increased financial aid.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 16881.

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Date of creation: Mar 2011
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Publication status: published as The Effects of Student Coaching An Evaluation of a Randomized Experiment in Student Advising. Eric P. Bettinger, Rachel Baker. Educational Evaluation and Policy Analysis, 36(1), pp. 3-19. 2014.
Handle: RePEc:nbr:nberwo:16881

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Cited by:
  1. Jordi Brandts & Valeska Groener & Christina Rott, 2012. "The impact of advice on women's and men's selection into competition," UFAE and IAE Working Papers, Unitat de Fonaments de l'Anàlisi Econòmica (UAB) and Institut d'Anàlisi Econòmica (CSIC) 912.12, Unitat de Fonaments de l'Anàlisi Econòmica (UAB) and Institut d'Anàlisi Econòmica (CSIC).
  2. Sandner, Malte, 2013. "Quasi-Experimental Evaluation of a Student Mentoring Program," Hannover Economic Papers (HEP), Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät dp-512, Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät.
  3. Simone Balestra & Uschi Backes-Gellner, 2013. "Heterogeneous Returns to Education Over Wage Distribution: Who Pro ts the Most?," Economics of Education Working Paper Series, University of Zurich, Institute for Strategy and Business Economics (ISU) 0091, University of Zurich, Institute for Strategy and Business Economics (ISU), revised Dec 2013.
  4. Jordi Brandts & Valeska Groenert & Christina Rott, 2012. "The Impact of Advice on Women's and Men's Selection into Competition," Working Papers 663, Barcelona Graduate School of Economics.

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