Women assigned to the chatbot in Microeconomics earned final grades seven points higher than control women, with no treatment effects for men¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In Microeconomics, treated women earned final grades seven points higher, were 11 percentage points more likely to earn a B or higher, and 10 percentage points more likely to earn a C or higher than control women; men showed no effects. → Meyer 2026

Evidence¶

Meyer 2026¶

Meyer, Katharine, Lindsay C. Page, Catherine Mata, Eric N. Smith, B. Tyler Walsh, C. Lindsey Fifield, Michelle Tyson, Amy Eremionkhale, Michael Evans, Shelby Frost, and Eye Eoun Jung. (2026). Let's Chat: Leveraging Chatbot Outreach for Improved Course Performance (NBER Working Paper No. 35397). National Bureau of Economic Research. doi:10.3386/w35397. Also released as EdWorkingPaper 22-564, Annenberg Institute at Brown University: https://edworkingpapers.com/ai22-564

q3 · i? · causal · r?

Subgroup ITT analysis in the Microeconomics RCT (915 randomized students) with formal tests of equality across gender. Treated women outperformed control women on all grade benchmarks; results "consistent even after multiple comparison corrections". Control women averaged 68.9 vs. men 70.5.

"In Microeconomics, women assigned to treatment earn final grades that are seven points higher than control group women. They are 11 percentage points more likely to earn a B or higher, 10 percentage points more likely to earn a C or higher, and six percentage points less likely to drop the course than women in the control group."

Discussion¶

Related Claims¶

• Chatbot outreach showed suggestive effects on assignment completion in Microeconomics but no effects on assignments in Government — related
• Course completion effects differed by subject: reduced DFW in Government and reduced dropping in Microeconomics — related
• Chatbot outreach increased supplemental instruction tutoring attendance by about two percentage points, mediating a small share of the grade effect — related
• Academic chatbot outreach increased the likelihood students earned an A or B by four percentage points across two large online undergraduate courses — related
• Chatbot treatment effects on final grades were statistically significant between the 35th and 75th quantiles of the course grade distribution and at the 95th — related
• Chatbot outreach produced no spillover effects on other-course performance or medium-term effects on subsequent enrollment — related
• A strategic resource-use exam playbook intervention raised final course grades in introductory statistics across two randomized cohorts, with a dosage effect for completing it twice — related
• Women score lower than men in high-stakes final exams across advanced undergraduate STEM courses, with mean differences of 2.5 to ~7 points on a 100-point scale — related
• End-of-course survey respondents strongly recommended the chatbot, but attitudinal outcomes showed no consistent treatment effects and survey participation was differentially selective — related