ERIC Number: ED615734
Record Type: Non-Journal
Publication Date: 2021-Nov
Pages: 1
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Study of Enhanced College Advising in Upward Bound: Impacts on Where and How Long Students Attend College. Study Highlights. NCEE 2022-002h
National Center for Education Evaluation and Regional Assistance
Decisions about whether and where to go to college can make a difference in students' later success. However, many students from low-income families--"undermatch"--they do not enroll at all or do not enroll in the most selective college they likely could attend. The full study to these study highlights examined whether promising advising strategies, bundled in a package called "Find the Fit," could improve college choices for rising high school seniors in the federal college access program Upward Bound. The full report compared the college choices of 4,500 students in projects with and without access to "Find the Fit" to determine its effects on college attendance. These study highlights present the key finding from the full report: (1) Despite shifting where students applied, "Find the Fit" did not reduce the rate of college undermatch; (2) "Find the Fit" led some students to choose more selective colleges regardless of undermatching, with no clear negative consequences; and (3) "Find the Fit" did not increase the share of students who persisted in or completed college. [For the full report, see ED615732. For the appendix, see ED615736.]
Descriptors: Low Income Students, High School Seniors, Federal Programs, Access to Education, College Attendance, Information Dissemination, Training, Faculty Advisers, College Choice, Program Effectiveness, Selective Admission, Academic Persistence, Student Financial Aid, Costs, Postsecondary Education, College Applicants
National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Abt Associates, Inc.; Mathematica
IES Funded: Yes
Grant or Contract Numbers: EDIES12C0087
IES Publication: http://ies.ed.gov/ncee/pubs/2022002/index.asp