Summer Nudging: Can Personalized Text Messages and Peer Mentor Outreach Increase College Going among Low-Income High School Graduates?
Castleman, Benjamin L.; Page, Lindsay C. (2016). Perspectives in Peer Programs, v27 n1 p11-15. Retrieved from: https://eric.ed.gov/?id=EJ1124459
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examining1,393Students, gradePS
Grant Competition
Review Details
Reviewed: February 2017
- Grant Competition (findings for Automated text messaging)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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College enrollment |
Automated text messaging vs. Business as usual |
1 Semester |
Full sample;
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68.50 |
70.10 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 60%
Male: 40% -
Urban
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Massachusetts
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Race Black 37% Other or unknown 56% White 7% -
Ethnicity Hispanic 25% Not Hispanic or Latino 75%
Study Details
Setting
In Boston, Lawrence, and Springfield, the authors collaborated with the nonprofit organization, uAspire, which has an advising program that provides financial aid advisors for participating high schools.
Study sample
Sixty percent of the overall Boston analytic sample (which includes those randomized to the automated text messaging, peer mentoring, and comparison groups) were female, 37 percent were Black, 25 percent were Hispanic, 7 percent were White, and 30 percent were identified as other race/ethnicity. Seventy-eight percent of the analytic sample qualified for free/reduced priced lunch.
Intervention Group
The automated text messaging intervention was comprised of a series of ten automated text messages sent to students and their parents (when phone numbers were available) to remind them about tasks required for college enrollment and to prompt them to request additional help when needed. The texts included reminders to access important paperwork online, register for orientation, register for placement tests, complete housing forms, sign up for/waive health insurance, and offers to help students complete the FAFSA and interpret financial aid award letters and tuition bills. A text message was sent approximately every five days during July and August.
Comparison Group
The students in the comparison condition did not receive the automated text messaging intervention or peer mentoring and continued their usual activities.
Support for implementation
"Signal Vine automated the actual message distribution, but its role was not visible to recipients. When recipients responded to a message, they connected with their assigned counselor who followed up to provide additional, one-on-one assistance" (p. 150).
Grant Competition
Review Details
Reviewed: February 2017
- Grant Competition (findings for Peer mentoring)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
College enrollment |
Peer mentoring vs. Business as usual |
1 Semester |
Full sample;
|
73.60 |
70.10 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 60%
Male: 40% -
Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Massachusetts
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Race Black 37% Other or unknown 56% White 7% -
Ethnicity Hispanic 25% Not Hispanic or Latino 75%
Study Details
Setting
The study involved peer mentoring for students who had recently graduated from high schools in Boston, Massachusetts. The study was conducted in collaboration with a Boston-based non-profit called uAspire.
Study sample
Sixty percent of the overall Boston analytic sample (which includes those randomized to the peer mentoring, automated text messaging, and comparison groups) were female, 37 percent were Black, 25 percent were Hispanic, 7 percent were White, and 30 percent were identified as other race/ethnicity. Seventy-eight percent of the analytic sample qualified for free/reduced priced lunch.
Intervention Group
The peer mentoring intervention involved peer mentors (students already attending college) making contact with students and assessing their readiness to matriculate in college in the fall semester. Peer mentors discussed with their mentees various topics, including "whether students (1) were still planning to enroll in college; (2) were planning to follow through on their previously articulated plan; (3) had completed the FAFSA; (4) had received and reviewed a financial aid award letter; and (5) had registered for orientation and placement tests" (p. 150). Subsequent meetings and phone conversations served to address any other issues the students may have encountered.
Comparison Group
The students in the comparison condition did not receive peer mentoring or the automated text messaging intervention and continued their usual activities.
Support for implementation
"uAspire and Mastery were responsible for peer mentor selection, training, ongoing support and supervision of the mentors throughout the summer" (p. 150). The study report did not discuss any other support for implementation.
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