Report
Scaling High-Touch College Advising: Causal Evidence and Program Design Insights from Tennessee. EdWorkingPaper No. 25-1371
| Τίτλος: | Scaling High-Touch College Advising: Causal Evidence and Program Design Insights from Tennessee. EdWorkingPaper No. 25-1371 |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Taylor Odle (ORCID |
| Πηγή: | Annenberg Institute for School Reform at Brown University. 2026. |
| Διαθεσιμότητα: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 28 |
| Ημερομηνία έκδοσης: | 2026 |
| Sponsoring Agency: | University of Wisconsin-Madison, Office of the Vice Chancellor for Research (OVCR) Wisconsin Alumni Research Foundation (WARF) Institute of Education Sciences (ED) |
| Contract Number: | R305B200026 |
| Τύπος εγγράφου: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Educational Counseling, High School Students, College Enrollment, Enrollment Rate, Financial Aid Applicants, Counselor Client Relationship, Counselor Client Ratio, Program Design, Academic Persistence, Graduation, Employment |
| Γεωγραφικοί όροι: | Tennessee |
| Περίληψη: | College advising can raise postsecondary enrollment, but few programs prove effective at scale. We leverage the rollout of a statewide, professionally staffed, and centrally coordinated college advising program (Advise TN) across 33 communities to estimate causal impacts on enrollment, persistence, degree completion, and workforce participation. Using event-study and robust difference-in-differences strategies, we show the program raised immediate college enrollment by 3-4 percentage points (roughly 8%), with particularly strong effects for Hispanic, female, and rural students. We show enrollment gains were preceded by larger causal increases in FAFSA filing (7-8 points) and state aid applications (3-4 points), suggesting a central mechanism: intensive, task-oriented advising must guide students through specific procedural barriers to college entry. We also leverage novel student-advisor interaction data to descriptively show that enrollment gains vary meaningfully by advising intensity, modality, and student-to-advisor ratios, with in-person and hybrid advising associated with substantially stronger outcomes. Consistent with prior work, we find no significant effects on persistence, degree completion, or employment--a pattern we argue reflects the limits of programs focused primarily on short-run task completion: Addressing the academic and financial barriers students face after enrollment likely requires a supplemental focus on longer-run skill development. Our findings contribute to ongoing debates about scaling high-touch interventions and offer practical guidance for program design. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | ED681811 |
| Βάση Δεδομένων: | ERIC |
| Η περιγραφή δεν είναι διαθέσιμη |