Stemming the Tide of Summer Melt: An Experimental Study of the Effects of Post-High School Summer Intervention on Low-Income Students’ College Enrollment

Castleman, Benjamin; Arnold, Karen D.; Wartman, Katherine Lynk

doi:10.1080/19345747.2011.618214

Cited by 55 publications

(51 citation statements)

References 9 publications

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“…In the original study, many students reported that they reconsidered enrolling in college after discovering that their peers did not intend to enroll or receiving pressure from their parents and relatives to go into the workforce rather than attend postsecondary (Arnold, Fleming, DeAnda, Castleman, & Wartman, 2008). Subsequent studies have confirmed the importance of both of these factors (Castleman, Arnold, & Wartman, 2012). …”

Section: Explanations Of the Impact Of Ses On College Enrollmentmentioning

confidence: 80%

The Postsecondary Resource Trinity Model: Exploring the Interaction Between Socioeconomic, Academic, and Institutional Resources

Giani

2015

Res High Educ

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Section: Explanations Of the Impact Of Ses On College Enrollmentmentioning

confidence: 80%

The Postsecondary Resource Trinity Model: Exploring the Interaction Between Socioeconomic, Academic, and Institutional Resources

Giani

2015

Res High Educ

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“…Motivated by these empirical results, we conducted a pilot experimental study of summer college counseling for college‐intending students in a network of innovative high schools in Providence, RI (Castleman, Arnold, & Wartman, ). The results were quite striking: Treatment group students who were offered summer assistance from their high school counselors were 14 percentage points more likely to enroll immediately in college than students in the control group.…”

Section: Introductionmentioning

confidence: 99%

The Forgotten Summer: Does the Offer of College Counseling After High School Mitigate Summer Melt Among College-Intending, Low-Income High School Graduates?

Castleman¹,

Page²,

Schooley³

2014

J. Pol. Anal. Manage.

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119

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Despite decades of policy intervention to increase college entry and success among low‐income students, considerable gaps by socioeconomic status remain. To date, policymakers have overlooked the summer after high school as an important time period in students’ transition to college, yet recent research documents high rates of summer attrition from the college pipeline among college‐intending high school graduates, a phenomenon we refer to as “summer melt.” We report on two randomized trials investigating efforts to mitigate summer melt. Offering college‐intending graduates two to three hours of summer support increased enrollment by 3 percentage points overall, and by 8 to 12 percentage points among low‐income students, at a cost of $100 to $200 per student. Further, summer support has lasting impacts on persistence several semesters into college.

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“…Positive 7 Coaching, mentoring and tutoring interventions also facilitate peer group interaction and have rather consistently given positive effects on student outcomes for primary school children (Falk, Kosse, Pinger, & Schildberg-Hörisch, 2017), secondary school students (Bos, Berman, Kane, & Tseng, 2012;Acker & Rowen, 2013;Avery, 2013;Cook et al, 2014;Carrell & Sacerdote, 2017), university students (Castleman, Arnold, & Wartman, 2012;Castleman, Page, & Schooley, 2014) and teachers (Kraft, Blazer, & Hogan, Forthcoming). We note that coaching interventions often include various other components in addition to peer interaction e.g.…”

Section: Student Test Scoresmentioning

confidence: 99%

Nudging in education

Damgaard

Nielsen

2018

Economics of Education Review

233

110

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Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of selfcontrol, limited attention and social norms) likely influence choices and this may motivate the use of low cost 'nudges' to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.[P]eople will need nudges for decisions that are difficult and rare, for which they do not get prompt feedback, and when they have trouble translating aspects of the situation into terms that they can easily understand.

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Stemming the Tide of Summer Melt: An Experimental Study of the Effects of Post-High School Summer Intervention on Low-Income Students’ College Enrollment

Cited by 55 publications

References 9 publications

The Postsecondary Resource Trinity Model: Exploring the Interaction Between Socioeconomic, Academic, and Institutional Resources

The Postsecondary Resource Trinity Model: Exploring the Interaction Between Socioeconomic, Academic, and Institutional Resources

The Forgotten Summer: Does the Offer of College Counseling After High School Mitigate Summer Melt Among College-Intending, Low-Income High School Graduates?

Nudging in education

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