EMERGEing Educational Opportunities: The Effects of Social Capital on Selective College Outcomes
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| Title: | EMERGEing Educational Opportunities: The Effects of Social Capital on Selective College Outcomes |
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| Language: | English |
| Authors: | Brian Holzman, Irina Chukhray, Courtney Thrash |
| Source: | Education Finance and Policy. 2026 21(1):71-96. |
| Availability: | MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Educational Opportunities, Social Capital, Selective Admission, College Admission, College Enrollment, College Applicants, College Entrance Examinations, Scores, High Achievement, Low Income Students, High School Students, College Bound Students, Graduation Rate, Academic Advising |
| Assessment and Survey Identifiers: | SAT (College Admission Test) |
| DOI: | 10.1162/edfp.a.19 |
| ISSN: | 1557-3060 1557-3079 |
| Abstract: | Improving college access for high-achieving students from low socioeconomic backgrounds remains a critical challenge. While some research suggests that providing information alone can influence college access, other studies highlight the need for more comprehensive support throughout the college search and decision-making process. This study uses a sharp regression discontinuity design to examine the impact of personalized assistance on selective college enrollment, application behaviors, and SAT scores among high-achieving, low-income, and first-generation high school students in a large urban school district. Results indicate that admission to an intensive, multiyear college access program led to significant increases in applications to selective colleges, the number of applications submitted, and enrollment at selective colleges (Cohen's d effect sizes: 0.32-0.58 standard deviation). Further analyses reveal positive effects on enrollment in colleges with higher median SAT scores, lower admission rates, and higher graduation rates. These findings highlight the importance of sustained, personalized college advising programs in supporting low-income, first-generation students to access selective colleges and advance educational equity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497475 |
| Database: | ERIC |
| Abstract: | Improving college access for high-achieving students from low socioeconomic backgrounds remains a critical challenge. While some research suggests that providing information alone can influence college access, other studies highlight the need for more comprehensive support throughout the college search and decision-making process. This study uses a sharp regression discontinuity design to examine the impact of personalized assistance on selective college enrollment, application behaviors, and SAT scores among high-achieving, low-income, and first-generation high school students in a large urban school district. Results indicate that admission to an intensive, multiyear college access program led to significant increases in applications to selective colleges, the number of applications submitted, and enrollment at selective colleges (Cohen's d effect sizes: 0.32-0.58 standard deviation). Further analyses reveal positive effects on enrollment in colleges with higher median SAT scores, lower admission rates, and higher graduation rates. These findings highlight the importance of sustained, personalized college advising programs in supporting low-income, first-generation students to access selective colleges and advance educational equity. |
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| ISSN: | 1557-3060 1557-3079 |
| DOI: | 10.1162/edfp.a.19 |
