Advisor Value-Added and Student Outcomes: Evidence from Randomly Assigned College Advisors

Abstract

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.

Unraveling the building blocks of success: exploring the nexus between school structure and effectiveness in Israeli primary schools

“…The method used in this study is regression analysis with an improvement in achievement component (Canaan et al, 2019;Chetty et al, 2011;Darling-Hammond et al, 2011;Goldschmidt et al, 2005;Jackson et al, 2020;Ladd and Loeb, 2013;Leckie and Goldstein, 2017;Marland et al, 2020;Munoz-Chereau et al, 2020;Ray, 2006;Rivkin, 2007;Gilboa, 2010). This method calculates the degree of improvement in achievements by measuring at least two scores over a period of time.…”

“…This study analyses school effectiveness of schools in Israel as expressed in improved academic achievements (Canaan et al, 2019;Chetty et al, 2011;Darling-Hammond et al, 2011;Goldschmidt et al, 2005;Jackson et al, 2020;Ladd and Loeb, 2013;Leckie and Goldstein, 2017;Marland et al, 2020;Munoz-Chereau et al, 2020;Ray, 2006;Rivkin, 2007;Gilboa, 2010). In addition, it aims to identify the variables that are related to school effectiveness.…”