cepa.stanford.edu C ENTER FOR E DUCATION P OLICY A NALYSIS at S TANFORD U NIVERSITY The Effects of Student Coaching: An Evaluation of a Randomized Experiment in Student Mentoring January 15, 2015 Eric Bettinger and Rachel Baker Stanford University

cepa.stanford.edu C ENTER FOR E DUCATION P OLICY A NALYSIS at S TANFORD U NIVERSITY Focus of this talk: Student Coaching What is coaching? Why coaching? Punch line: Increase in persistence of 9-15%

cepa.stanford.edu C ENTER FOR E DUCATION P OLICY A NALYSIS at S TANFORD U NIVERSITY The coaching model we studied Intrusive, active advising: coaches contact students via phone, , social networking, text. Students can opt out at any point Calls are individualized for student’s specific situation Focus of coaching is generally meta-academic – Time management – Goal setting and planning – Using resources and advocating for themselves – Navigating college decisions

cepa.stanford.edu C ENTER FOR E DUCATION P OLICY A NALYSIS at S TANFORD U NIVERSITY Key components: people, methodology, technology – Emphasis on training and hiring coaches – Software tracks student contacts and progress – Prioritization of calls (this company uses a proprietary algorithm) – Company has a large library of resources and tools available to coaches Costs about $1000/student/year

cepa.stanford.edu C ENTER FOR E DUCATION P OLICY A NALYSIS at S TANFORD U NIVERSITY Effects over time Model6-month retention 12-month retention 18-month retention 24-month retention Control Group Mean58.0%43.5%28.6%24.2% Treatment Group Mean63.2%48.8%32.9%27.6% Percent Increase9.0%12.2%15.0%14.0% Effects across subgroups Effects for both genders. Effects are larger for males. Effects are similar for older (over 30) and younger students

cepa.stanford.edu C ENTER FOR E DUCATION P OLICY A NALYSIS at S TANFORD U NIVERSITY Thank you! Please feel free to contact us with questions via ED.