Can High Schools Reduce College Enrollment Gaps With a New Counseling Model?

Jennifer L. Stephan, James Edward Rosenbaum

Research output: Contribution to journalArticlepeer-review

40 Scopus citations


Despite planning college, disadvantaged students are less likely to enroll in college, particularly 4-year colleges. Beyond cost and academic achievement, previous research finds that a lack of college-related social resources poses barriers. However, little research investigates whether schools can help. We examine whether, how, and for whom a new counseling model aimed at providing college-related social resources may improve college enrollment. Following nearly all seniors in Chicago Public Schools from senior year through the fall after high school, we find that coaches may improve the types of colleges that students attend by getting students to complete key actions. It is important that the most disadvantaged students appear to benefit. This research suggests that targeting social resources may improve the high-school-to-college transition for disadvantaged students.

Original languageEnglish (US)
Pages (from-to)200-219
Number of pages20
JournalEducational Evaluation and Policy Analysis
Issue number2
StatePublished - 2013


  • counseling
  • postsecondary education
  • social stratification

ASJC Scopus subject areas

  • Education


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