<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This paper examines the effect of an intensive counseling program to promote college access of students who are eligible for college. Using data from an experimental panel study, we examine the average effect on university enrollment directly after high school graduation and the effect heterogeneity by educational background. No positive effect of participation is found. We discuss these results in relation to the potential of reducing inequalities by individual counseling in Germany.</p></abstract>

This paper examines the effect of an intensive counseling program to promote college access of students who are eligible for college. Using data from an experimental panel study, we examine the average effect on university enrollment directly after high school graduation and the effect heterogeneity by educational background. No positive effect of participation is found. We discuss these results in relation to the potential of reducing inequalities by individual counseling in Germany.

Do Intensive Guidance Programs Reduce Social Inequality in the Transition to Higher Education? Results of a Field Experiment

Swiss Journal of Sociology

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This paper examines the effect of an intensive counseling program to promote college access of students who are eligible for college. Using data from an...

Do Intensive Guidance Programs Reduce Social Inequality in the Transition to Higher Education? Results of a Field Experiment

Publié en ligne: 29 mars 2022

Pages: 137 - 164

DOI: https://doi.org/10.2478/sjs-2022-0007

Mots clés
College access, educational intervention, experiment, social origin

© 2022 Melinda Erdmann et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Do Intensive Guidance Programs Reduce Social Inequality in the Transition to Higher Education? Results of a Field Experiment

Publié en ligne: 29 mars 2022

Pages: 137 - 164

DOI: https://doi.org/10.2478/sjs-2022-0007

Mots clésCollege access, educational intervention, experiment, social origin

© 2022 Melinda Erdmann et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
College access, educational intervention, experiment, social origin