Do Intensive Guidance Programs Reduce Social Inequality in the Transition to Higher Education? Results of a Field Experiment

Abstract

This paper examines the effect of an intensive counseling program to promote college access of students who are eligible for college. Using data from an experimental panel study, we examine the average effect on university enrollment directly after high school graduation and the effect heterogeneity by educational background. No positive effect of participation is found. We discuss these results in relation to the potential of reducing inequalities by individual counseling in Germany.

Keywords

• college access
• educational intervention
• experiment
• social origin