Why Do College Going Interventions Work?
We present evidence from a recent field experiment in college coaching/ mentoring. We find surprisingly large impacts on college attendance and persistence. We test several theories as to why a short lived intervention has large impacts on lifetime human capital investments. We do not find evidence that the treatment effect derives from simple behavioral mistakes or a lack of easily obtained information. Instead our mentoring program substitutes for the potentially expensive and often missing ingredient of skilled parental or teacher time and encouragement. Our positive effects are concentrated among students who do not rely on parental or teacher support for college applications and who are less extraverted. Our treatments that provide financial incentives or information alone do not appear to be effective. For women, assignment to our mentoring treatment yields a 15 percentage point increase in the college going rate while treatment on the treated estimates are 30 percentage points (against a control complier mean rate of 43 percent). We find much smaller treatment effects for men and the difference in treatment effects across genders is partially explained by the differential in self-reported labor market opportunities.
-
-
Copy CitationScott E. Carrell and Bruce Sacerdote, "Why Do College Going Interventions Work?," NBER Working Paper 19031 (2013), https://doi.org/10.3386/w19031.Download Citation
-
Published Versions
Scott Carrell & Bruce Sacerdote, 2017. "Why Do College-Going Interventions Work?," American Economic Journal: Applied Economics, vol 9(3), pages 124-151. citation courtesy of 
Related
More from the NBER
In addition to working papers, the NBER disseminates affiliates’ latest findings through a range of free periodicals — the NBER Reporter, the NBER Digest, the Bulletin on Health, and the Bulletin on Entrepreneurship — as well as online conference reports, video lectures, and interviews.
