Leveraging Evidence to Advance Equity: Evaluating College Advising to Address Persistent Educational Inequalities in the Midwest

• In Event: Contemporary Policy Impacts on Students' High School Experiences

Abstract

ObjectiveStatewide college advising programs have become a central policy strategy to improve postsecondary access and reduce educational inequality. By embedding trained advisors in high schools, these programs aim to address informational and structural barriers to college-going. Despite their widespread adoption, evidence on their effectiveness remains mixed, particularly for long-term outcomes. This study evaluates the impact of a statewide advising initiative (MWCA) on high school graduation, postsecondary enrollment within two years, and postsecondary attainment within six years. Data and MethodsThis study uses longitudinal administrative data on Michigan high school students from 2007–08 through 2022–23. A staggered difference-in-differences design compares outcomes between schools that adopted advising programs and those that were eligible but did not participate. To address potential bias, the analysis incorporates multiple model specifications, including demographic controls, population weights, and school and year fixed effects. Robustness checks include placebo tests and alternative treatment definitions. This approach allows for examination of how estimates change as increasingly rigorous controls for school-level heterogeneity are introduced. FindingsBaseline models indicate positive and statistically significant associations between advisor presence and postsecondary enrollment and attainment. However, these effects are highly sensitive to model specification. When school fixed effects are included, the estimated impacts on enrollment and attainment diminish or reverse, suggesting that initial positive estimates are driven in part by non-random program adoption and persistent differences across schools. In contrast, advising is more consistently associated with modest improvements in high school graduation across specifications. The analysis also reveals substantial heterogeneity in outcomes across student populations and school contexts, with economically disadvantaged students and students with disabilities experiencing more limited gains. Policy ImplicationsThese findings suggest that college advising programs are most effective in supporting short-term outcomes, such as high school completion, but are insufficient on their own to produce sustained improvements in postsecondary enrollment and attainment. The results highlight the importance of accounting for selection into program participation and institutional context when evaluating policy effectiveness. For policymakers, the findings indicate that advising should be integrated with broader supports addressing financial, academic, and structural barriers to improve long-term student outcomes. Additionally, the study underscores the need for evaluation designs that account for variation in program implementation and participation.

Author

• James Grenda, Michigan State University
  Presenting Author