Pair college-transition messaging with more specific college-related information and adequate advisor capacity¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the null results, the evaluation offers guidance that messaging strategies "may be more effective" when students receive more specific information. The authors suggest broad advisor caseloads limited college-specific guidance, so messaging supports should ensure advisors can provide detailed, college-specific help rather than generic reminders.

Design Implications¶

Context¶

Requirements¶

• Advisors with caseloads small enough to provide college-specific guidance

Constraints¶

• Grounded in the authors' interpretation of a null result, not a tested comparison

Target Learners¶

• Low-income and first-generation college-going students

Target Learning Goals¶

• College enrollment and persistence

Related Strategies¶

• Combine personalized planning materials, student text messaging, and advisor training webinars to enhance college advising

Examples¶

-

Key Sources¶

• Alina Martinez, Tamara Linkow, Hannah Miller, Amanda Parsad, Cristofer Price. (2021). Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://www.mathematica.org/publications/study-of-college-transition-messaging-in-gear-up-impacts-on-enrolling-and-staying-in-college