%0 Report
        %A Canaan, Serena
%A Deeb, Antoine
%A Mouganie, Pierre
        %T Advisor Value-Added and Student Outcomes: Evidence from Randomly Assigned College Advisors
        %D 2019
        %8 2019 Oct
        %I Institute of Labor Economics (IZA)
        %C Bonn
        %7 IZA Discussion Paper
        %N 12739
        %U https://www.iza.org/publications/dp12739
        %X This paper provides the first causal evidence on the impact of college advisor quality on student outcomes. To do so, we exploit a unique setting where students are randomly assigned to faculty advisors during their first year of college. We find that higher advisor value-added (VA) substantially improves freshman year GPA, time to complete freshman year and four-year graduation rates. Additionally, higher advisor VA increases high-ability students' likelihood of enrolling and graduating with a STEM degree. Our results indicate that allocating resources towards improving the quality of academic advising may play a key role in promoting college success.
        %K academic advising
%K STEM
%K college completion
%K value-added