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Evaluating the impact of student learning support programs in an open-access, low-tuition higher education institution

Author

Listed:
  • Antoine Platteau
  • Philippe Emplit
  • Dorothée Baillet
  • Catherine Dehon

Abstract

Faced with high failure rates in higher education, many institutions have introduced learning support programs to enhance student success. This study evaluates the causal impact of a peer tutoring program in the low-tuition, open-access context of French-speaking Belgian universities, using data from the Université libre de Bruxelles. Applying propensity score matching, results show that tutoring improves first-year students’ grades, by 1 to 2.5 points out of 20 and enables one third of participants to pass courses they would otherwise have failed. These findings complete existing evidence from selective systems and highlight peer tutoring as a cost-effective way to promote success.

Suggested Citation

  • Antoine Platteau & Philippe Emplit & Dorothée Baillet & Catherine Dehon, 2026. "Evaluating the impact of student learning support programs in an open-access, low-tuition higher education institution," Working Papers ECARES 2026-02, ULB -- Universite Libre de Bruxelles.
    • Handle: RePEc:eca:wpaper:2013/401509
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    References listed on IDEAS

    as
    1. Elena Arias Ortiz & Catherine Dehon, 2008. "What are the Factors of Success at University? A Case Study in Belgium," CESifo Economic Studies, CESifo Group, vol. 54(2), pages 121-148.
    2. Elena Arias Ortiz, 2008. "What are the Factors of Success at University? A Case Study in Belgium," CESifo Economic Studies, CESifo Group, vol. 54(2), pages 121-148, June.
    3. Catherine Dehon & Léonore Lebouteiller, 2025. "A comparison between two systems of university education: years of study versus credit accumulation," Education Economics, Taylor & Francis Journals, vol. 33(2), pages 258-276, March.
    4. Hardt, David & Nagler, Markus & Rincke, Johannes, 2023. "Tutoring in (online) higher education: Experimental evidence," Economics of Education Review, Elsevier, vol. 92(C).
    5. Imbens,Guido W. & Rubin,Donald B., 2015. "Causal Inference for Statistics, Social, and Biomedical Sciences," Cambridge Books, Cambridge University Press, number 9780521885881, Enero-Abr.
    Full references (including those not matched with items on IDEAS)

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    Keywords

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • 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
    • C35 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Discrete Regression and Qualitative Choice Models; Discrete Regressors; Proportions

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