WWC review of this study

Virtual advising for high-achieving high school students.

Gurantz, O., Pender, M., Mabel, Z., Larson, C., & Bettinger, E. (2020). Economics of Education Review. https://doi.org/10.1016/j.econedurev.2020.101974.

  • Randomized Controlled Trial
     examining 
    16,256
     Students
    , grades
    11-PS

Reviewed: September 2021

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
College enrollment outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

College Attendance

Virtual advising vs. Business as usual

0 Days

Full sample;
16,256 students

87.60

87.30

No

--
More Outcomes
Show Supplemental Findings

Attendance at a CollegePoint college

Virtual advising vs. Business as usual

0 Days

Full sample;
16,256 students

52.60

50.00

Yes

 
 
3

Attendance at a four-year college

Virtual advising vs. Business as usual

0 Days

Full sample;
16,256 students

83.70

82.70

No

--

College selectivity-Barron's top 3

Virtual advising vs. Business as usual

0 Days

Full sample;
16,256 students

62.60

60.90

No

--

College selectivity-Barron's top 4

Virtual advising vs. Business as usual

0 Days

Full sample;
16,256 students

24.80

26.10

No

--
College readiness outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Number of SAT score sends

Virtual advising vs. Business as usual

0 Days

Full sample;
16,256 students

6.27

5.97

Yes

 
 
2
 
More Outcomes
Show Supplemental Findings

CollegePoint SAT score sends

Virtual advising vs. Business as usual

0 Days

Full sample;
16,256 students

4.60

4.29

Yes

 
 
3

Non-CollegePoint SAT score sends

Virtual advising vs. Business as usual

0 Days

Full sample;
16,256 students

1.68

1.68

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 47%
    Male: 53%
  • Race
    Asian
    33%
    Black
    5%
    Other or unknown
    24%
    White
    38%
  • Ethnicity
    Hispanic    
    18%
    Not Hispanic or Latino    
    82%

Setting

The study includes high-achieving, low- and middle-income high school seniors from the class of 2018 identified by the College Board.

Study sample

The analytic sample includes 16,256 students, with 12,215 students in the intervention condition and 4,041 students in the comparison condition. Demographic characteristics were as follows: 47% were female, 38% were White, 33% were Asian, and 5 % were Black. 18% were Hispanic.

Intervention Group

Virtual advising provided remote, computer-based one-on-one face-to-face interactions with a college advisor. The focus of the interactions was on college planning and application support. Advisors, as needed could also communicate with students via phone, email or text. The virtual nature of the intervention allowed advisers to provide assistance to high schools students in different geographic regions no longer limited by physical proximity to a specific institution.

Comparison Group

Students in the comparison group experienced standard advising provided by their high school.

 

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