Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/215135 
Erscheinungsjahr: 
2019
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 12739
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
This paper provides the first causal evidence on the impact of college advisor quality on student outcomes. To do so, we exploit a unique setting where students are randomly assigned to faculty advisors during their first year of college. We find that higher advisor value-added (VA) substantially improves freshman year GPA, time to complete freshman year and four-year graduation rates. Additionally, higher advisor VA increases high-ability students' likelihood of enrolling and graduating with a STEM degree. Our results indicate that allocating resources towards improving the quality of academic advising may play a key role in promoting college success.
Schlagwörter: 
college completion
STEM
academic advising
value-added
JEL: 
I23
I24
J16
Dokumentart: 
Working Paper

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