Working Paper: NBER ID: w25036
Authors: Philip Oreopoulos; Richard W. Patterson; Uros Petronijevic; Nolan G. Pope
Abstract: We evaluate two low-cost college support programs designed to target insufficient study time, a common occurrence among many undergraduates. We experimentally evaluate the programs across three distinct colleges, randomly assigning more than 9,000 students to construct a weekly schedule in an online planning module and to receive weekly study reminders or coach consultation via text message. Despite high participation and engagement, and treated students at two sites marginally increasing study time, we estimate precise null effects on student credit accumulation, course grades, and retention at each site for the full sample and for multiple subgroups. The results and other supplemental evidence suggest that low-touch programs that offer scheduling assistance, encouragement, and reminders for studying lack the required scope to significantly affect academic outcomes.
Keywords: college support programs; study time; academic outcomes; randomized controlled trials
JEL Codes: I20; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| College support programs (I23) | Study time (C41) |
| Study time (C41) | Course grades (A23) |
| College support programs (I23) | Credit accumulation (G51) |
| College support programs (I23) | Retention (Y60) |