@EdWorkingPaper{ai22-564,
title = "LetŐs Chat: Leveraging Chatbot Outreach for Improved Course Performance",
author = "Katharine Meyer, Lindsay C. Page, Catherine Mata, Eric Smith, B. Tyler Walsh, C. Lindsey Fifield, Amy Eremionkhale, Michael Evans, Shelby Frost",
institution = "Annenberg Institute at Brown University",
number = "564",
year = "2023",
month = "September",
URL = "http://www.edworkingpapers.com/ai22-564",
abstract = {Despite documented benefits to college completion, more than a third of students who initially enroll in college do not ultimately earn a credential (Snyder and Dillow 2015), and striking inequalities in college completion exist along socioeconomic and racial lines (Holzer and Baum 2017; Kena et al., 2014; Ma, Pender & Welch, 2019). Gaps in college persistence and completion persist even among students with similar academic achievement and preparation in high school (Belley & Lochner, 2007; Kena et al., 2014; Long & Mabel, 2012; Ma, Pender & Welch, 2019). Colleges have invested in several resource-intensive interventions to increase college persistence, including providing students with additional financial aid (Castleman & Long, 2016; Page et al., 2014), enhanced advising (Bettinger & Baker, 2014), or the combination of wraparound advising and financial assistance (Clotfelter, Hemelt, & Ladd, 2018; Scrivener et al., 2015; Weiss, Ratledge, Sommo & Gupta, 2019).},
}