School-Based Text Messaging and Advising to Improve College Enrollment and Success: Lessons Learned

• In Event: Pebbles in a Field and Other Nuggets Learned From Four Text Messaging and Advising Interventions

Abstract

Objectives and Purposes
In this study, we investigate how school based counselors use text messaging to provide high school students with timely and digestible information and how students receive text message reminders and nudges to increase on time college matriculation.

Theoretical Framework
School based counselors play a critical role in preparing students for postsecondary opportunities, yet we continue to struggle for greater understanding and clarity around evidence based practices that are directly linked to improving student postsecondary outcomes. (Brown et al., 2017). In this study we utilize both Brofenbrenner’s Ecological Systems Theory (Bronfenbrenner & Morris, 2006) and Nudge Theory (Damgaard, M., & Nielsen, H., 2018)

Methods, techniques, or modes of inquiry
The key experimental intervention involved text-message based outreach on a regular basis to remind students about key steps in the college search, application, selection and transition process and to provide them guidance and personalized support in navigating these processes. Outreach began in Spring 2015 and continued through September 2016. Researchers used a cluster randomized control trial design. Schools were grouped according to prior college-going measures and then randomized within groups to ensure balance along key dimensions of prior college going. Qualitatively we conducted focus groups with students, counselors and college advisors and administered a survey with participating students.

Data Sources
Researchers relied on administrative records from the participating districts, National Student Clearinghouse records, and text-message engagement data. By pulling together these multiple sources of data, they were able to examine impacts on key steps in the college-going process as well as initial college enrollment and early patterns of college persistence. Focus group and survey data were also analyzed to unpack the student and counselor experience.


Results
The school-based intervention yielded positive and significant impacts on several college-going steps and on college enrollment for certain subgroups. Through the focus groups we discovered counselors were using multiple forms of communication to reach students and did not rely solely on text messaging to reach their students. Counselors and students prefer a combination of fact to face and texting outreach. Students were more likely to engage with texting once they learned that their counselors were connected to the automated text messages.


Scholarly Significance
Interventions focused on providing students with information about college and financial aid and access to assistance can increase college enrollment (e.g., Bettinger et al, 2012; Hoxby and Turner, 2013), and text messaging has been shown to be a cost-effective approach to increase students’ college and financial literacy and to connect them to professional support when they need help (Castleman & Page, 2015, 2016). However, recent studies have questioned the impact of virtual advising on college enrollment (Avery, C., Castleman, B., Hurwitz, M., Long, B.T., & Page, L., 2019; Gurantz, O., Howell, J., Hurwitz, M., Larson, C., Pender, M., & White, B., 2019). This study adds to our understanding of school based texting interventions; how they impact practitioners (counselor and college advisors) and how students are supported by counselor whom they have relationships with.

Authors

• Laura Owen, San Diego State University

• Karen D. Arnold, Boston College