{"title":"高frl学校一年级学生学业成绩变化的实验证据","authors":"Daniel A. Collier, Dan Fitzpatrick, A. Nichols","doi":"10.2139/ssrn.3861367","DOIUrl":null,"url":null,"abstract":"Administrators are increasingly focused on at-risk student performance/persistence. Informational campaigns to shift behavior are tempting, given widely-publicized successes by nudges regarding college access. However, there is minimal evidence on the effectiveness of nudges on college success. We provide results from a low-cost two-arm experimental-assignment nudging campaign for first-year students at a high-research university; showing persistence effects (12 percentage-point) for one treatment arm, and treatment estimates on cumulative GPA and credits earned that align in magnitude with the most-similar other intervention (Castleman & Meyer, 2020). Our work can inform the design of future nudging interventions for college performance and persistence.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Experimental Evidence on Which Academic Outcomes Nudging Can Shift for First-Year College Students from High-FRL Schools\",\"authors\":\"Daniel A. Collier, Dan Fitzpatrick, A. Nichols\",\"doi\":\"10.2139/ssrn.3861367\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Administrators are increasingly focused on at-risk student performance/persistence. Informational campaigns to shift behavior are tempting, given widely-publicized successes by nudges regarding college access. However, there is minimal evidence on the effectiveness of nudges on college success. We provide results from a low-cost two-arm experimental-assignment nudging campaign for first-year students at a high-research university; showing persistence effects (12 percentage-point) for one treatment arm, and treatment estimates on cumulative GPA and credits earned that align in magnitude with the most-similar other intervention (Castleman & Meyer, 2020). Our work can inform the design of future nudging interventions for college performance and persistence.\",\"PeriodicalId\":188711,\"journal\":{\"name\":\"EduRN: Educational Policy (Topic)\",\"volume\":\"31 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-06-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"EduRN: Educational Policy (Topic)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2139/ssrn.3861367\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"EduRN: Educational Policy (Topic)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2139/ssrn.3861367","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Experimental Evidence on Which Academic Outcomes Nudging Can Shift for First-Year College Students from High-FRL Schools
Administrators are increasingly focused on at-risk student performance/persistence. Informational campaigns to shift behavior are tempting, given widely-publicized successes by nudges regarding college access. However, there is minimal evidence on the effectiveness of nudges on college success. We provide results from a low-cost two-arm experimental-assignment nudging campaign for first-year students at a high-research university; showing persistence effects (12 percentage-point) for one treatment arm, and treatment estimates on cumulative GPA and credits earned that align in magnitude with the most-similar other intervention (Castleman & Meyer, 2020). Our work can inform the design of future nudging interventions for college performance and persistence.
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