Txt 4 Success: Utilizing personalized text messages to promote college access and retention
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The document discusses the use of text messaging as an intervention to reduce 'summer melt' among students transitioning from high school to college, emphasizing the importance of simplifying complex processes. It outlines a pilot project funded by the Kresge Foundation, which includes personalized messaging and one-on-one counseling to increase financial aid awareness and campus connections. Early outcomes indicate a significant engagement from students, although challenges such as data accuracy and alignment with career pathways were noted.
Txt 4 Success: Utilizing personalized text messages to promote college access and retention
- 1. Txt 4 Success! Using text messages to promote college access and success
- 2. Research review ! Castleman and Page: Designing effective interventions to reduce “summer melt” ! Castleman and Page: Applying text messaging to the problem of summer melt (see uAspire) ! Behavioral economics: Reducing behavioral barriers and information complexity to help students navigate postsecondary pathways (see Ideas42.org)
- 3. Research insights Source: Castleman (2013) In planning for college, students and families face… Complex information Complicated processes
- 5. Research insights Key behavioral principles: ! Limited attention ! Planning fallacy ! Social norms ! Identity ! Status quo bias
- 6. Key behavioral principles Limited attention and planning fallacy Adolescents are particularly prone to put off hard choices/complex tasks in favor of pleasurable pursuits — and their attention often is divided. Sources: Castleman (2013); Ideas42 (2014)
- 7. Key behavioral principles But adults also procrastinate when faced with complexity. Sources: Castleman (2013); Ideas42 (2014)
- 8. Key behavioral principles Sources: Ideas42 (2014); Iyengar and Lepper (2000); Sivers (2009) Status Quo Bias ! When overwhelmed, people tend to do nothing. ! “Preset” or default options can create monumental shifts in behavior. ! “Choice is demotivating.”
- 9. Key behavioral principles Identity and Social Norms ! Individuals are highly influenced by their perceptions of what’s normal for their peers. ! Individuals are motivated to meet clear expectations that they deem to be standard or usual. ! The way we view and reflect on our personal identities or roles has a powerful influence over our behaviors. Sources: Ideas42 (2014); Castleman (2013)
- 10. Key behavioral principles Coping with complexity ! Simplifying strategies ! Following the crowd ! Paralysis Sources: Ideas42 (2014); Castleman (2013)
- 11. Background Policy interventions ! Simplifying information increases participation in retirement programs and the quality of school and college choices (Beshears et al, 2012; Hastings & Weinstein, 2008; Hoxby & Turner, 2013) ! Reducing hassles increases completion of federal financial aid applications (Bettinger et al, 2012) ! Shifting perceptions of social norms increases tax compliance and reduces home energy use (Alcott, 2011; Coleman, 1996) ! Prompts increase financial savings and flu vaccination rates (Karlan et al, 2010; Stockwell et al, 2012)
- 12. Background Castleman and Page: ! Text messaging can be used to reduce “summer melt” ! Text messaging has a major cost advantage when compared to other strategies, such as in-person counseling ! Students who received the intervention continued to persist (access was not counterproductive to success)
- 13. West Virginia’s project $225,000 grant from the Kresge Foundation Three-year pilot project serving 14 high schools in Year 1 (GEAR UP)
- 14. Primary functions ! Nudge Urge students to complete college-related tasks ! Counsel Provide access to one-on-one counseling with a professional ! Align Provide a continuous contact point from high school into college
- 15. Project goals Financial aid awareness ! Increase the number of students applying for and utilizing financial aid
- 16. Project goals Campus connections ! Increase students’ use of campus resources ! Position campus and state-level staff as a continuous source of support ! Address “summer melt” by guiding students through transitional process
- 17. Project goals Capacity building ! Design a low-cost, high-impact service model allowing colleges and universities to improve access and retention ! Expand on the body of research surrounding next-generation student supports and engagement
- 18. How it works Aug - Dec: students opt in Jan: messages begin Mar: 1st college choice prompt Mar: campus messages begin May: students graduate hs July: final college choice prompt May: 2nd college choice prompt Aug: students enter college May: students finish freshman year June: messages end 12th grade Year 2, college = students have direct access to a counselor = 12th grade at their college = summer transition = 1st year of college
- 19. How it works Students opt in ! College admissions applications ! Statewide merit-based scholarship application ! State-level college access web portal ! Inquiry forms collected at community events and college fairs
- 20. How it works Students receive scheduled messages according to a pre-planned campaign. Students can text our number at any time for help. A college counselor (a real person) responds!
- 21. How it works State-level campaign: ! Messages are relevant to all college-intending students. ! All students receive messages. Example: When reviewing your college schedule... Remember '15 to finish.' On average, you have to take 15 credit hours each semester to finish college on time. Example: Did u know u can register 4 fall classes now? Call 304-792-7098 & ask 4 a campus counselor 2 make an appointment. Campus campaigns: ! Messages provide information specific to a particular college. ! Some students receive messages.
- 22. How it works Anatomy of a text Hi! It’s Jess w/ GEARUP. Did u know WV 4year colleges require either the ACT or SAT? Need to take the ACT? Reg. by Jan 10 for the Feb test http://bit.ly/1bUHmOs Element of personalization Relevant information Timeliness/urgency Call to action/next step
- 23. How it works Four college partners in Year 1 ! Bluefield State College ! Concord University ! Marshall University ! Southern West Virginia Community and Technical College
- 24. How it works Campus-level messaging At various points in the campaign, students receive texts asking if they’ve made a college selection… ! Students who select a partner college are added to the campaign for that particular college. ! Students who select a non-partner college continue receiving only state-level messaging. ! Students who do not respond or text back “undecided” continue receiving state-level messaging and are asked again about their college choice later in the campaign.
- 25. HEPC commitments ! Provide text-messaging platform ! Provide technical support, training and guidance ! Coordinate statewide messaging
- 26. Campus commitments ! Collect and share student data with HEPC (name, cell number, email, high school, and blind SSN) ! Align student supports to provide a single point of contact ! Commit to following the statewide schedule (with options of 2 custom messages per month)
- 27. Campus commitments ! Provide staff to check messages daily and within one hour of any outgoing message ! Assist in the evaluation by providing feedback and limited data
- 28. Campus staffing Campus-level teams/support Consider engaging… ! Admissions/recruitment officers ! Enrollment personnel ! Student affairs officers ! Student success/retention officers ! Academic/advising personnel ! Financial aid representatives ! Students (but only as mentors, not as content experts!) ! Public information officers (keep them in the loop!)
- 29. Technology ! 2-way texting Provide students with direct counseling; Answer questions ! Scheduling Schedule messages as part of a campaign or for individual students ! Personalization Enable unique message content and paths ! Case management Responses are routed to the appropriate counselor inbox; Message responses indicate responder’s name
- 30. Technology PAST messages Send a message NOW FUTURE messages
- 31. Technology
- 32. Early outcomes Since January 2, 2014… 1,000 +/- opt-ins ! Ten percent have since stopped messaging (opted out).
- 33. Early outcomes Since January 2, 2014… 1,800+/- student responses ! Questions about processes Ex: When is the deadline to apply for WV financial aid? ! Requests for guidance Ex: I can’t decide on a college... Help!
- 34. Early outcomes
- 35. Early outcomes
- 36. Early outcomes
- 37. Early outcomes
- 38. Early challenges ! Data pollution due to student error (e.g. students reporting the wrong grade level or high school on sign up) ! Cell phone turnover (e.g. students change numbers or pass the phone off to younger siblings) ! Lack of alignment with career and technical pathways ! Fewer than expected responses regarding college choice
- 39. Refined audience segmenting In the works Detailed in-platform analytics “How to” toolkit Counseling guide and service training Evaluative study and white paper New pathways/ intervention models
- 40. Evaluative study Comparison groups: ! GEAR UP students who did not receive messages ! GEAR UP students who received messages (segmented by length of participation… e.g. four months, 12 months, 18 months) ! Non-GU students who did not receive messages ! Non-GU students who received messages
- 41. Evaluative study Variables: ! Demographic (gender, race/ethnicity, Pell eligibility, zip code, high school) ! Academic (ACT scores, GPA, highest high school math course completed) ! Process (FAFSA completion, ACT/SAT score submission, payment of deposits) ! Outcomes (Fall and spring enrollment, course completion, course grades, degree objective, persistence)
- 42. Contact Adam S. Green, Ed.D. Vice Chancellor for Student Affairs (304) 558-0655 • [email protected] Jessica Kennedy Assistant Director of Communications (304) 558-0655 • [email protected] @jackennedy