Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Evaluation Report. NCEE 2021-005

Findings

College Enrollment outcomes—Indeterminate effect found for the domain

Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement     index	Evidence tier
Any college enrollment within one year of high school graduation	GEAR UP and college support via text messages - Linkow et al. (2021) vs. GEAR UP	1 Year	Full sample; 4,803 students	71.90	72.00	No	--
Show Supplemental Findings
College Enrollment	GEAR UP and college support via text messages - Linkow et al. (2021) vs. GEAR UP	-7 Months	Full sample; 4,803 students	66.30	66.30	No	--
College Enrollment	GEAR UP and college support via text messages - Linkow et al. (2021) vs. GEAR UP	5 Months	Full sample; 4,803 students	57.30	57.30	No	--

Progressing in College outcomes—Indeterminate effect found for the domain

Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement     index	Evidence tier
Continuous college enrollment	GEAR UP and college support via text messages - Linkow et al. (2021) vs. GEAR UP	1 Semester	Full sample; 4,803 students	50.80	50.80	No	--
Show Supplemental Findings
Continuous college enrollment in the year after high school	GEAR UP and college support via text messages - Linkow et al. (2021) vs. GEAR UP	5 Months	Full sample; 4,803 students	60.20	60.60	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study Details

Setting

The study took place in 81 high-need high schools across the United States that were served by GEAR UP grantees. The supportive text messages would be received anywhere the students received and read the messages on their cell phones.

Study sample

To be eligible for the study, students had to indicate on a survey at the end of their senior year of high school that they intended to attend college in the fall after high school. The study took place over two cohorts (2015-2016 and 2016-2017 school years). The authors reported that 59% of participants were female and 51% of the sample was Hispanic. Twenty percent reported their race as white (non-Hispanic), 16% reported their race as Black (non-Hispanic), and 13% reported they were not Hispanic and of another race. About one-third (33%) were from single-parent households. Almost three-quarters (71%) reported that they would be the first in their family to attain a college degree. Over half (54%) reported taking at least one Advanced Placement or International Baccalaureate course in high school, and 80% expected to earn a bachelor’s degree or higher.

Intervention Group

Students in the intervention group received text-message-based advising, which was designed to address the challenges that low-income students may face to enroll in college and stay in college, such as having limited connections to advisors, insufficient information about key college transition steps, and concerns about falling short and fitting in. A total of 37 messages were programmed to be sent from the June after high school graduation and continuing through the following May. The messages included reminders about next steps that need to be taken (such as registration, tuition payments, etc.), positive mindset prompts, and strategies for success during the transition period between high school and college. The messages were personalized to the colleges that each student planned to attend in the fall after high school graduation (such as the specific dates for orientation or start of term at the school). Advisors could also send their own text messages to individual or groups of students, and students could reply to text messages to receive additional support. In addition, the intervention group received the standard supports for students at GEAR UP schools in the summer before and during their first year of college, designed to improve the college success of students in high-need schools. These supports may include financial aid information and assistance, mentoring, tutoring, academic and career counseling, trips to college campuses, and encouragement to enroll in rigorous courses.

Comparison Group

The comparison group received the standard supports for students at GEAR UP schools in the summer before and during their first year of college. They did not receive additional text messages with information or support.

Support for implementation

Messages were programmed to be sent automatically through a messaging platform. Advisors received training from a national college advising organization. Four 1-hour webinars were provided to GEAR UP advisors on the content of the text messages, college advising topics, and strategies for advising via text messages. Additional ongoing technical support was available to advisors throughout the text messaging program. The advisors also received a handbook that included key content from the webinars and suggested text responses to common student questions, and also where to find additional information about financial aid and planning, campus support services, and learning mindsets. Trainers and staff from GEAR UP grantees participating in both cohorts 1 and 2 were invited to attend an in-person refresher training session in summer 2016.