Eric bettinger clearpath credit
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Aware that college counseling, in the form of in-person interactions with an adviser, has been proven to increase college attendance and success, they decided to provide virtual advising to high-achieving high school students from under-resourced areas to help them navigate their college options.
The goal for many organizations is simply persuading under-resourced students to apply to any college. But the problem of focus for Bettinger was getting high-achieving students from this population to consider the best schools for them — those that can position them for greater opportunity and success. Gaining student buy-in For the study, the College Board identified more than 16, high-achieving students from low- to moderate-income households, based on their standardized test scores.
Three-fourths of the students were offered virtual advising through College Advising Corps; the remaining quarter formed the control group. The study compared the college admissions outcomes of students who received the virtual advising with the outcomes of those who did not. The power of virtual advising The intervention made a measurable difference. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness.
The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly.
In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring, and mentoring programs, as well as supports that target the competing responsibilities of students, namely caring for dependents and balancing employment with schoolwork.
They conclude that the limited resources of institutions and equally limited funds of students make it imperative for postsecondary institutions to improve student academic supports and other services.
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