Improving academic outcomes of low-performing college students: experimental evidence from a mid-semester faculty intervention

This study examines the effectiveness of a mid-semester intervention by the faculty on academic outcomes among low-performing college students in economics courses. We implemented a randomized controlled trial where students were encouraged via email by their instructors after the mid-semester to have a meeting to discuss their academic progress and strategies for improvement. Among endline survey respondents, students assigned to receive the email rated their instructors more favorably. Students assigned to receive the email also had an 11-percentage-point lower probability of not being enrolled at the study institution one year later. Supplementary IV estimates are consistent with better final-exam performance among students induced to attend a structured meeting. Subgroup estimates were larger for Hispanic students and students at risk of academic probation.