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Do intensive guidance programs reduce social inequality in the transition to higher education in Germany? Experimental evidence from the ZuBAb study 0.5 years after high school graduation

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  • Erdmann, Melinda
  • Pietrzyk, Irena Magdalena
  • Helbig, Marcel
  • Jacob, Marita
  • Stuth, Stefan

Abstract

This paper examines the effect of an intensive counseling program to promote university access among students who are eligible for university. Using data from the experimental panel study ZuBAb, we examine the average effect on university enrollment directly after high school graduation and the effect heterogeneity by educational background. No positive effect of participation is found. We discuss these results in relation to the potential of reducing inequalities through individual counseling in Germany.

Suggested Citation

  • Erdmann, Melinda & Pietrzyk, Irena Magdalena & Helbig, Marcel & Jacob, Marita & Stuth, Stefan, 2022. "Do intensive guidance programs reduce social inequality in the transition to higher education in Germany? Experimental evidence from the ZuBAb study 0.5 years after high school graduation," Discussion Papers, Presidential Department P 2022-001, WZB Berlin Social Science Center.
    • Handle: RePEc:zbw:wzbpre:p2022001
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    References listed on IDEAS

    as
    1. Imbens,Guido W. & Rubin,Donald B., 2015. "Causal Inference for Statistics, Social, and Biomedical Sciences," Cambridge Books, Cambridge University Press, number 9780521885881.
    2. Benjamin L. Castleman & Lindsay C. Page & Korynn Schooley, 2014. "The Forgotten Summer: Does the Offer of College Counseling After High School Mitigate Summer Melt Among College‐Intending, Low‐Income High School Graduates?," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 33(2), pages 320-344, March.
    3. Eric P. Bettinger & Bridget Terry Long & Philip Oreopoulos & Lisa Sanbonmatsu, 2012. "The Role of Application Assistance and Information in College Decisions: Results from the H&R Block Fafsa Experiment," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 127(3), pages 1205-1242.
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    Cited by:

    1. Erdmann, Melinda & Pietrzyk, Irena Magdalena & Schneider, Juliana & Helbig, Marcel & Jacob, Marita & Allmendinger, Jutta, 2022. "Bildungsungleichheit nach der Hochschulreife - das lässt sich ändern: Eine Untersuchung der Wirksamkeit eines intensiven Beratungsprogramms 1,5 Jahre nach dem Abitur," Discussion Papers, Presidential Department P 2022-002, WZB Berlin Social Science Center.
    2. Erdmann, Melinda & Pietrzyk, Irena Magdalena & Schneider, Juliana & Helbig, Marcel & Jacob, Marita & Allmendinger, Jutta, 2022. "Educational inequality after high school graduation - there is a way to change that: An inquiry into the effectiveness of an intensive counseling program 1.5 years after high school graduation," Discussion Papers, Presidential Department P 2022-003, WZB Berlin Social Science Center.

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    More about this item

    Keywords

    university access; educational intervention; experiment; social origin; Studienaufnahme; Bildungsintervention; Experiment; soziale Herkunft;
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