An Evaluation of the Educational Impact of College Campus Visits: A Randomized Experiment

Abstract

We study whether visits to a college campus during eighth grade affect students’ interest in and preparation for college. Two cohorts of eighth graders were randomized within schools to a control condition, in which they received a college informational packet, or a treatment condition, in which they received the same information and visited a flagship university three times during an academic year. We estimate the effect of the visits on students’ college knowledge, postsecondary intentions, college preparatory behaviors, academic engagement, and ninth-grade course enrollment. Treated students exhibit higher levels of college knowledge, efficacy, and grit, as well as a higher likelihood of conversing with school personnel about college. Additionally, treated students are more likely to enroll in advanced science/social science courses. We find mixed evidence on whether the visits increased students’ diligence on classroom tasks and a negative impact on students’ desire to attend technical school.