Embedded Files
Holzman, B., Chukhray, I., & Thrash, C. (2025). "EMERGEing Educational Opportunities: The Effects of Social Capital on Selective College Outcomes." Education Finance and Policy.
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, multi-year 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 SD). 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.
Related products: preprint | research brief
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, multi-year 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 SD). 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.
Related products: preprint | research brief
Mind the Gap: The Role of Gender and Social Capital in STEM Choice
Background/Context: As states implement policies to expand STEM pathways, addressing persistent gender gaps in STEM education and careers remains a critical concern. In 2014–2015, Texas introduced a high-school graduation policy requiring students to declare an academic endorsement, similar to a high school major, including a STEM option. Beginning with the class of 2018, students in the Houston Independent School District (HISD) were subject to this policy. In 2019, HISD added a personalized intervention: high-school guidance counselors conducted Personal Graduation Plan (PGP) check-ins with seniors to assess progress toward endorsement completion. These check-ins may have served as a form of social capital, influencing students’ endorsement decisions, including girls’ persistence in STEM pathways. Purpose: This study examines whether personalized guidance counseling can affect gender gaps in STEM choice. We examine whether a district-wide policy requiring senior-year check-ins might have influenced girls’ persistence in STEM, with particular attention to students from low-income backgrounds and underserved neighborhoods. Research Design: We use HISD administrative data to analyze endorsement selections and changes over time for the 2018 and 2019 cohorts. We begin by assessing gender gaps in ninth-grade STEM endorsement selection using binary logistic regression. We then use multinomial logistic regression to examine whether the PGP check-ins are associated with differential persistence patterns by gender and cohort. Results: We find persistent gender gaps in STEM endorsement selection beginning in ninth grade, with girls less likely than boys to choose STEM. Without personalized counseling, these gaps persisted through graduation. However, the PGP check-in was associated with a disproportionate reduction in girls dropping the STEM endorsement and a greater likelihood of adding STEM, especially among girls from low-income backgrounds and underserved neighborhoods. Conclusions: These findings suggest that relational interventions like personalized guidance counseling may help mitigate gender disparities in STEM pathways. Expanding access to such interventions may promote greater equity in STEM education and beyond.
Related products: preprint | research briefs
Background/Context: As states implement policies to expand STEM pathways, addressing persistent gender gaps in STEM education and careers remains a critical concern. In 2014–2015, Texas introduced a high-school graduation policy requiring students to declare an academic endorsement, similar to a high school major, including a STEM option. Beginning with the class of 2018, students in the Houston Independent School District (HISD) were subject to this policy. In 2019, HISD added a personalized intervention: high-school guidance counselors conducted Personal Graduation Plan (PGP) check-ins with seniors to assess progress toward endorsement completion. These check-ins may have served as a form of social capital, influencing students’ endorsement decisions, including girls’ persistence in STEM pathways. Purpose: This study examines whether personalized guidance counseling can affect gender gaps in STEM choice. We examine whether a district-wide policy requiring senior-year check-ins might have influenced girls’ persistence in STEM, with particular attention to students from low-income backgrounds and underserved neighborhoods. Research Design: We use HISD administrative data to analyze endorsement selections and changes over time for the 2018 and 2019 cohorts. We begin by assessing gender gaps in ninth-grade STEM endorsement selection using binary logistic regression. We then use multinomial logistic regression to examine whether the PGP check-ins are associated with differential persistence patterns by gender and cohort. Results: We find persistent gender gaps in STEM endorsement selection beginning in ninth grade, with girls less likely than boys to choose STEM. Without personalized counseling, these gaps persisted through graduation. However, the PGP check-in was associated with a disproportionate reduction in girls dropping the STEM endorsement and a greater likelihood of adding STEM, especially among girls from low-income backgrounds and underserved neighborhoods. Conclusions: These findings suggest that relational interventions like personalized guidance counseling may help mitigate gender disparities in STEM pathways. Expanding access to such interventions may promote greater equity in STEM education and beyond.
Related products: preprint | research briefs
Chukhray, I., Holzman, B., Ankoor, N., & Li, D. (2019). "Finishing What My Parents Started: College Aspirations among EMERGE Students." Houston Education Research Consortium, Rice University.
EMERGE is a college access program for talented but underserved high school students. EMERGE aims to encourage students from low-socioeconomic backgrounds (economically disadvantaged, first-generation college-going, or both) to attend selective colleges and universities since disadvantaged students are prone to academic undermatch—enrolling in a postsecondary institution less selective than their qualifications may allow. In spring 2018, we interviewed 26 high school sophomores recently accepted to EMERGE to understand what factors drove students’ college search processes. Through our interviews, we learned that students felt college was essential to a “better life” and thought of it as a way to repay their parents financially and to honor their sacrifices. However, students felt constrained in their college searches, particularly by the cost of college and a sense of obligation to family. Finally, the students we interviewed expressed excitement at their acceptance into EMERGE, describing it as a life-changing opportunity.
Related product: working paper in progress
EMERGE is a college access program for talented but underserved high school students. EMERGE aims to encourage students from low-socioeconomic backgrounds (economically disadvantaged, first-generation college-going, or both) to attend selective colleges and universities since disadvantaged students are prone to academic undermatch—enrolling in a postsecondary institution less selective than their qualifications may allow. In spring 2018, we interviewed 26 high school sophomores recently accepted to EMERGE to understand what factors drove students’ college search processes. Through our interviews, we learned that students felt college was essential to a “better life” and thought of it as a way to repay their parents financially and to honor their sacrifices. However, students felt constrained in their college searches, particularly by the cost of college and a sense of obligation to family. Finally, the students we interviewed expressed excitement at their acceptance into EMERGE, describing it as a life-changing opportunity.
Related product: working paper in progress
Study in Progress: STEM Pathways from Middle and High School into College
The project will trace STEM pathways from middle and high school into college. There are four components:
Related products: research briefs 1-4 | policy brief | blog post
The project will trace STEM pathways from middle and high school into college. There are four components:
- Who Chooses the High School STEM Endorsement in HISD High Schools?
- Who Lives in a STEM Desert?
- The Role of Guidance Counselors in Narrowing the Gender Gap in STEM Endorsements
- STEM Endorsement Completion and the Pathway to College
Related products: research briefs 1-4 | policy brief | blog post
Study in Progress: Texts4Teens: A Middle School Parent Engagement Text Messaging Study
In this study, we are fielding a text messaging experiment in a South Texas school district in which parents in the treatment group receive three text messages per week on how to engage their child’s academic and socioemotional trajectory as they transition from middle school to high school. The study site is a majority Latino school district in which most students are socioeconomically disadvantaged and English learners. We conducted a pilot study in spring 2019, and received a $300,000 grant from the National Science Foundation to implement a randomized controlled trial during the 2019-20 and 2020-21 school years. In fall 2020, we will add two additional school districts to the study. After the pilot, we surveyed parents and learned they found the text messaging curriculum useful. Beyond that utility, we hope our low-touch intervention can help close gaps in academic achievement and college preparation by race/ethnicity, socioeconomic status, and EL status.
In this study, we are fielding a text messaging experiment in a South Texas school district in which parents in the treatment group receive three text messages per week on how to engage their child’s academic and socioemotional trajectory as they transition from middle school to high school. The study site is a majority Latino school district in which most students are socioeconomically disadvantaged and English learners. We conducted a pilot study in spring 2019, and received a $300,000 grant from the National Science Foundation to implement a randomized controlled trial during the 2019-20 and 2020-21 school years. In fall 2020, we will add two additional school districts to the study. After the pilot, we surveyed parents and learned they found the text messaging curriculum useful. Beyond that utility, we hope our low-touch intervention can help close gaps in academic achievement and college preparation by race/ethnicity, socioeconomic status, and EL status.
Google Sites
Report abuse