Why Do College Going Interventions Work

By Scott E. Carrell, Bruce I. Sacerdote. 2017

180 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b3e31692cfcf9d4d470a56f2928886ffc14fb71a

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Citations in the corpus

The Impact of Price Caps and Spending Cuts on U.S. Postsecondary Attainment (2017, unknown): “…student advising and mentoring programs have been highly successful in other settings, suggests that informal capacity constraints may be an important driver of our results (Angrist et al., 2009; Bettinger and Baker, 2011; Carrell and Sacerdote, 2013; Barrow et al., 2014; Scrivener et al., 2015).”
Aid for all: College coaching, financial aid, and post-secondary persistence in Tennessee (2016, background): “…these colleges, substantially improving the quality of students’ postsecondary institutions relative to the counterfactual (Hoxby & Turner, 2013).5 A college coaching field experiment in New Hampshire increased college-going among treated females by 30 percentage points (Carrell & Sacerdote, 2013).”
Access to 4-Year Public Colleges and Degree Completion (2017, background): “…Hoxby and Avery 2013; Smith, Pender, and Howell 2013) and that initial college choices can be altered by relatively low-cost interventions (Bettinger et al. 2012; Carrell and Sacerdote 2013; Hoxby and Turner 2013; Castleman, Page, and Schooley 2014; Pallais 2015; Smith, Hurwitz, and Howell 2015).”
Closing the Gap: The Effect of a Targeted, Tuition-Free Promise on College Choices of High-Achieving, Low-Income Students (2018, background): “Carrell and Sacerdote (2017) found that a program that assisted students in choosing and applying to college increased attendance of women by 15 percentage points, with much smaller effects for men.”
Nudging at scale: Experimental evidence from FAFSA completion campaigns (2019, unknown): “Many of these prior campaigns provided one-on-one advising available to all students who responded to messages they received, or use some form of financial incentive to encourage student engagement with informational materials and/or with advising (Carrell and Sacerdote, 2017; Castleman and Page, 20”