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

Canaan, Serena; Deeb, Antoine; Mouganie, Pierre

doi:10.2139/ssrn.3483977

Cited by 2 publications

(4 citation statements)

References 6 publications

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“…The method used in this study is regression analysis with an improvement in achievement component (Canaan et al. , 2019; Chetty et al.…”

Section: Methodsmentioning

confidence: 99%

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

Dadon-Golan,

BenDavid-Hadar,

Tsidkany

2024

IJEM

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PurposeFirst, to analyze the relationships between school effectiveness, as expressed in the improvement gained in academic achievements, and school structure; and second, to analyze the relationships between school effectiveness and school features (e.g. ethnicity, SES, rural vs. central location, class size, prior achievements, and per-student allocation) and to measure their contribution to the explained variation in school effectiveness.Design/methodology/approachResearch on school effectiveness emphasizes the examination of school characteristics that have been found to contribute more to promoting school outcomes. Therefore, by using regression models the purpose of the research is twofold.FindingsThe research findings reveal positive significant relationships between school effectiveness, and students' prior achievements, and SES. However, school effectiveness is less related to school structure.Research limitations/implicationsFuture research in the field of school effectiveness should extend beyond solely focusing on academic achievements and include the evaluation of broader aspects of students' development, such as values and self-esteem. Recognizing the multifaceted nature of schools, it is crucial to incorporate additional variables into ongoing research efforts to provide a more comprehensive understanding of overall school effectiveness. Moreover, considering the diverse stakeholders involved in the educational process, including parents, teachers, principals, and the community, future studies should strive to examine the collective impact of these factors on school effectiveness. However, it is important to acknowledge the limitations of our study. Our research is constrained by a specific sample size, which may limit the generalizability of our findings. We assert that future studies with larger and more diverse sample sizes would strengthen the validity and significance of our results, allowing for broader implications and insights into enhancing school effectiveness.Originality/valueThis research holds significant importance in understanding the relationships between school effectiveness, school structure, and various school features in the context of Israeli primary schools. By examining the impact of school structure on academic achievements and exploring the contributions of other school-related factors, this study provides insights into the dynamics of educational effectiveness for educational stakeholders.

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“…The method used in this study is regression analysis with an improvement in achievement component (Canaan et al. , 2019; Chetty et al.…”

Section: Methodsmentioning

confidence: 99%

“…This study analyses school effectiveness of schools in Israel as expressed in improved academic achievements (Canaan et al. , 2019; Chetty et al.…”

Section: Introductionmentioning

confidence: 99%

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

Dadon-Golan,

BenDavid-Hadar,

Tsidkany

2024

IJEM

View full text Add to dashboard Cite

show abstract

“…While these are inexpensive and potentially scalable, they tend to be ineffective Petronijevic, 2018, 2019;Dobronyi et al, 2019). On the other hand, high-touch interventions that include one-on-one and continual support can be highly effective at producing long-lasting improvements in academic performance, but they are expensive and difficult to scale (Bettinger and Baker, 2014;Barr and Castleman, 2018;Canaan et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…We contribute to the group of studies that considers the role of university-level academic supports in increasing academic attainment, specifically those focused on providing counseling and coaching as a way to change behavior. The most effective programs deliver proactive and individualized coaching (Bettinger and Baker, 2014;Barr and Castleman, 2018;Canaan et al, 2022). 2 Moreover, comprehensive programs that offer an array of structured student supports are particularly successful (Clotfelter et al, 2018;Page et al, 2019;Weiss et al, 2019;Evans et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Keep Me In, Coach: The Short- and Long-Term Effects of Targeted Academic Coaching.

et al. 2022

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

Cited by 2 publications

References 6 publications

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

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

Keep Me In, Coach: The Short- and Long-Term Effects of Targeted Academic Coaching.

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