Opening the Black Box of College Counseling. CEPA Working Paper No. 20-03

Autor/in	Fesler, Lily
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	Opening the Black Box of College Counseling. CEPA Working Paper No. 20-03
Quelle	(2020), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Seniors; College Faculty; Telecommunications; College Applicants; Interaction; Student Financial Aid; Intervention; College Choice; School Counselors; College School Cooperation; Low Income Students; Financial Aid Applicants; Federal Aid; State Aid; Undocumented Immigrants; Student Characteristics; Racial Differences; Ethnicity; Gender Differences; First Generation College Students; Scores; Grade Point Average; College Entrance Examinations; California; Florida; Massachusetts; Michigan; North Carolina; New York; Pennsylvania; Texas; Preliminary Scholastic Aptitude Test; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Fakultät; Telekommunikationstechnik; College applications; Studienbewerber; Interaktion; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Studienortwahl; School counselor; Beratungslehrer; Pädagogischer Berater; Antragsteller; Illegaler Aufenthalt; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Aufnahmeprüfung; Kalifornien; Master-Studiengang
Abstract	Although many programs remotely disseminate information to students about the college application process, there is little evidence as to how students experience these programs. This paper examines a large-scale remote counseling program in which college counselors initiated interactions with 15,000 high school seniors via text message to support them through the college application process. Given the passive nature of text messaging, not all of the counselors' prompts elicited similar responses from students. I use text-as-data methods (combining qualitative coding and supervised machine learning) to measure which interactions lead to productive engagement between counselors and students, and which do not. I show that interactions about financial aid offers and financial aid applications are much more likely to generate productive engagement than interactions about college lists. This finding may help to explain why recent remote counseling interventions that have sought to influence students' college lists have been ineffective. (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01