Txt 4 Success! - CFWV Connect · 2017-08-31 · Text messaging during the summer statistically...
Transcript of Txt 4 Success! - CFWV Connect · 2017-08-31 · Text messaging during the summer statistically...
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Txt 4 Success! Utilizing text messaging to shift students’ college-going behaviors Text in: (202) 751-2123
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Road Map
• Technology • Messaging • Implementation
• Introductions • Research Review • Case Studies • Needs assessment
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Introductions Let’s Get to Know Each Other! • Name • Department/Organization & Role/Title • Currently using texting outreach? • One thing you hope to learn
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Research review • Pioneering studies and trials • Principles of behavioral economics • Other policy interventions • Key publications and resources
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Pioneering Studies & Trials
Session informed by lead researchers in this field - Dr. Ben Castleman and Dr. Lindsay Page
● Use principles from behavioral economics & psychology to improve college outcomes
● Focus their work on supporting low-income
& non-traditional students
● Powerful, exciting results have garnered national attention & widespread application
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Pioneering Studies & Trials
2010: uAspire began partnership with Castleman & Page to study summer melt 20% drop-off
2011: First uAspire summer melt intervention - successful but difficult to reach students
Summer Melt: the phenomenon whereby college-intending students do not make the transition from high school to college enrollment
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Summer Melt Trial Results ★ Summer obstacles threaten more students than predicted,
with more serious consequences than imagined
★ Student lack of awareness can create false sense of security; “don’t know what they don’t know”
★ Obstacles can be overcome with effective advisor support, but students don’t often answer phone or check email
Pioneering Studies & Trials
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Pioneering Studies & Trials
First Texting Studies (2012, 2013): Applied key ingredients of summer melt intervention to texting
Personalized outreach around
discrete, time-bound tasks
Real-time 1:1 advisor support
Student-centered mode of
outreach: TEXTING
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Used randomized design in each tex2ng project:
One group randomly assigned to receive texting
One group randomly assigned to business as usual
Pioneering Studies & Trials
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Pioneering Studies & Trials
Text messaging during the summer statistically increased on-time college enrollment by 7 percentage points. Among first-generation students, we saw an 8 percentage point increased enrollment in 4-year colleges.
Summer Melt Text Messaging Results
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Reading list
• Castleman and Page: Summer Nudging: Can Personalized Text Messages and Peer Mentor Outreach Increase College Going Among Low-Income High School Graduates (2013)
• Castleman: Prompts, Personalization, and Pay-offs: Strategies to Improve the Design and Delivery of College and Financial Aid Information (2013)
• Ross et al: Using Behavioral Economics for Postsecondary Success (2013)
• Pew Research: Internet Project (see the myriad of reports related to mobile internet access and use of text messaging among various populations)
• Castleman and Page: Summer Melt: Supporting Low-Income Students Through the Transition to College (2014)
• Castleman and Page: Freshman Year Financial Aid Nudges (2014)
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Research insights
Source: Castleman (2013)
In planning for college, students and families face…
Complex information
Complicated processes
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Research insights Key behavioral principles:
• Limited attention
• Planning fallacy
• Social norms
• Identity
• Status quo bias
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Key behavioral principles
Sources: Castleman (2013); Ideas42 (2014)
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.
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Key behavioral principles
But adults also procrastinate when faced with complexity. Sources: Castleman (2013); Ideas42 (2014)
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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.”
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Key behavioral principles
Sources: Ideas42 (2014); Castleman (2013)
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.
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Key behavioral principles
Sources: Ideas42 (2014); Castleman (2013)
Coping with complexity • Simplifying strategies
• Following the crowd
• Paralysis
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Prior 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)
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Prior 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)
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Other interventions • Weight Loss & Fitness
o Reify Health used text messaging in clinical trials o Focused on weight-loss & fitness related interactions
• Ebola Outbreak
o The WFP is using texting to survey food supplies in Sierra Leone (The Guardian, October 14, 2014)
• India Rural Farming o Texting is used to communicate to rural villagers about subsidized
farming products
• Literacy in Niger o World Bank Cell-Ed intervention increased basic literacy by 5 years
Shifting perceptions of social norms increases tax compliance and reduces home energy use (World Bank, ‘Teach Literacy by Text. Really.”, 7/7/2014
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Questions? Comments?
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Context • Organizations using texting • Audiences targeted through texting
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Where is this happening? • State Education Departments
– Louisiana, Arizona, Delaware, Montana, Massachusetts, Wisconsin, Virginia, and many others in process
• US Department of Education – Two funded research projects including an IES research grant and an Outward Bound
research study
– Inclusion in GEAR UP grant applications
• Major Colleges & Universities – Research: Stanford, Harvard, Penn, U of Chicago, Michigan State, and Others – Admissions & Student Affairs: U of Washington - Bothell, Youngstown State University, etc.
• College Access Orgs, School Districts, & Charters – Philadelphia USD, KIPP Philly, Mastery, and many CAO’s
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How is texting being used in Education? • College Going Process and Summer Melt
– College Access Organizations, K-12 districts – To Increase Matriculation and Persistence Rates
• Admissions & Financial Aid & Admissions – Related to summer melt, improve engagement with students through their admittance – Provide financial guidance up-front and renewal/compliance information throughout
– For Financial Aid, reduce loan default rates (CC in particular)
• College Persistence & Student Affairs – Communicate with college freshman (Louisiana) to maintain good standing and persist – Expanding to more general dialogue with students at the college/university level
• K-12 Attendance - (University of Chicago Research)
• Values Affirmation (Middle School) - (Stanford Research)
• Early Childhood Reading - (Stanford Research)
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Case studies • uAspire • College Foundation of West Virginia • Other Signal Vine projects
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uAspire Case study:
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uAspire: College Affordability Non-Profit
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uAspire Texting: Summer Melt
Text messaging to support the high school to college transition 2012: Piloted text messaging for summer melt using online platform
• Students received 10 customized text reminders July-August
• Could text “HELP” but nothing else • Advisor required to call student to respond
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uAspire Texting: Summer Melt
Identified need for a two-way, student-centered texting platform.
2013-2015: New platform allows students to interact “live” via text message
• Customized reminders sent out • Students texted back for support • Advisors responded immediately
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uAspire Texting: Summer Melt
Customized content based on student data:
Student City Data
Intended College Data Student City Data
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• Goals: – Re-‐establish student-‐advisor contact a1er high school gradua5on – Nudge students on specific financial aid and college planning tasks
– Customize advising using data from student records and surveys
uAspire Texting: Summer Melt
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uAspire Texting in Practice
Do students engage? Yes!
Real responses: • I do need help. How do I file a loan?
• Yes, thank you! I have a lot of questions & the internet is giving me little answers.
• I didn’t get accepted to any of the schools I applied to, do I need to do FAFSA again for community college?
• Actually it’s great that you texted me bc I really do need some help concerning my financial aid.
• OMG this came at just the right time. I need to electronically sign my loan but I’m not sure how to do it.
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But can advising happen via text? Yes!
uAspire Texting in Practice
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Advising via text
uAspire Texting in Practice
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Advising via text
uAspire Texting in Practice
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What does this all mean for student outcomes?
★ Through all texting interventions, we see statistically significant impact on enrollment and persistence, from 5-12 percentage points
★ With better data in the last two years, we’ve been able to compare impact across different student groups. We find the benefits of texting are greatest among students with:
★ $0 Expected Family Contribution (FAFSA) ★ Mid-range GPA (High school record) ★ Undefined college plans (12th grade survey) ★ First-generation college status (12th grade survey)
uAspire Evaluation & Results
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Summer melt preven2on tex2ng (4th year) • 5,000 students served • Focus on financial aid & college enrollment tasks • 65% response rate
Postsecondary tex2ng (3rd year) • 3,000 students served • Focus on financial aid renewal & connec5ng
students to on-‐campus advisors • 40% response rate
11th-‐12th grade tex2ng (4th month) • 29,000 students served • Focus on college planning & financial aid • 47% response rate
uAspire Texting Expanded
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Sent reminders to renew financial aid and check SAP Advisors texted back real-time responses to student questions Texting increased persistence by 12 percentage points
College Texting Studies: Restarted texting with summer program students in December of freshman year
uAspire Texting Expanded
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uAspire Texting Expanded
Freshman Year Text Messaging Results
● Text messaging into the freshman year of college doubled the rate at which community college students sought help from uAspire with their FAFSA renewal
● What’s more, freshman year texting increased sophomore persistence by 12 percentage points among community college students
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Building your audience Opt-out • Utilizes an existing
database to start sending messages.
• Students can choose to stop messaging after an introductory message is sent/received.
Opt-in • Students sign up to
start receiving messages.
• Sign-ups might include written, digital or verbal agreements.
vs
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Behavioral Economics: Default Austria (Opt-out)
99% Source: Complete College America (2012). Guided pathways to success: Summary.
Germany (Opt-in)
12%
Organ Donation
Rates
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Opt-out model When students have already agreed to be contacted
Potential data sources: • School administrative data • Student surveys (online or paper) • Scholarship applications • College applications • College registration paperwork
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College Foundation of West Virginia
Case study:
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$225,000 grant from the Kresge Foundation Three-year pilot project serving 14 high schools in Year 1 (GEAR UP)
West Virginia’s project
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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
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Project goals Financial aid awareness • Increase the number of students
applying for and utilizing financial aid
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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
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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
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How it works
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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
• Direct sign-up
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Opt-in model Potential data collection points: • Applications
– College admissions – Scholarship programs
• Events – During the event – During pre-registration
• Online – Websites – Social media pages – Email blasts
• Text to join systems
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Sign-up field
<<< Source: oregongoestocollege.org
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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!
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How it works State-level campaign: • Messages are relevant to all
college-intending students. • All students receive messages.
Example: Did u know u can register 4 fall classes now? Call 304-792-7098 & ask 4 a campus counselor 2 make an appointment.
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.
Campus campaigns: • Messages provide information
specific to a particular college. • Some students receive messages.
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Eight college partners: • Bluefield State College (suburban public four-year, HBCU)
• Concord University (rural public four-year)
• Fairmont State University (suburban public four-year)
• Marshall University (urban public four-year)
• New for 2016: Shepherd University (rural public four-year located near the DC and Baltimore metro areas)
• Southern West Virginia Community and Technical College (rural public two-year)
• New for 2016: West Virginia Northern Community College (urban public two-year)
• West Virginia State University (urban public four-year, HBCU)
How it works
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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.
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HEPC commitments • Provide text-messaging platform
• Provide technical support, training and guidance
• Coordinate statewide messaging
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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/month)
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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
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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 content experts!) • Public information officers (keep them in the loop!)
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Early outcomes
923 opt-ins • Approximately 40% of eligible students
signed up
• 10% opted out
• 61% engagement
• 2,200 student responses
• 351 have indicated college choice
Class of 2014… completed 18 month intervention
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Early outcomes
1899 opt-ins • Approximately 46% of eligible students
signed up
• 8% opted out
• 48% engagement
• 3,013 student responses
• 397 indicated college choice
Class of 2015… 6 months in...
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Early outcomes
5,200+/- 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!
Since January 2014…
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Early outcomes
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Early outcomes
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Early outcomes
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Early outcomes
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• 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
• Declining engagement
Early challenges
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Cell phone data can be used to tailor Twitter and Facebook outreach ● Upload your cell phone list
to Twitter and/or Facebook
● Automatically identify individuals on your list for targeting on these platforms
● This works for email addresses too!
Bonus feature
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Refined audience segmenting
Detailed in-platform analytics
“How to” toolkit
Counseling guide and service training
Evaluative study and white paper
New pathways/ intervention models
In the works
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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)
• Non-GU students who did not receive messages
• Non-GU students who received messages
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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)
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Questions? Comments?
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Let’s recharge! We’ll start back in five minutes...
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Needs assessment • Problem definition • Goals and outcomes • Texting intervention applications
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Needs assessment • What are the concrete challenges your
organization could potentially target with a text messaging program?
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Let’s get to work! Work through sections one, two and three of your worksheet.
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Questions? Comments?
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Technology
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Send Reply Message 2
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Live Demo A tour of the Signal Vine platform
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Questions? Comments?
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Content and messaging • Anatomy of a text message • Auto-responses, message pathways and
audience segmentation • Style and tone • Sample content
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Best Practices Credibility – Students need to recognize and trust texting source
– Intro text is critical to establishing legitimacy
– Choose name carefully & explain program’s relevance
– Personalize as much as possible
I’ll be available by text at this # all summer to help with financial aid tasks for college. I’ll also send 1-2
texts/week w/ info. Text back anytime for help.
Awesome, thanks! Nice to meet you Jacqui and okay that sounds good to
me.
Hi Nadia, this is Jacqui from uAspire. You worked with my coworker Mr. Williams to do your financial aid at
Washington this year.
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Best Practices
Engagement – Create opportunities that prompt student response
– Use neutral responses (“Ok, thanks!”) as an opportunity to engage
– Probing questions reveal critical issues sitting under the surface
– Demonstrates real person is on the other end
Alright, thanks Arman!
No problem! I know we reviewed your SJSU financial aid award last month.
Do you have any questions at this time?
Actually, I do. On my SJSU page it says I owe about $6000 for housing! So is my financial aid going to cover
it??
Hi, it’s Arman from uAspire. We worked on financial aid together at
Central HS. I’ll be available by text all summer.
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Best Practices
Clarity – Conveying information in 160 characters requires thoughtful content & phrasing – Pilot texts with students in
advance – Recognize confusion in
student responses & remedy immediately
– Elevate to phone conversation if needed
No, it’s supposed to come in the mail?
Hey Dan! Sorry that text was misleading ☺ No, it’s the one posted
in your online student portal.
Ohh, okay. Yeah, I saw financial aid info there but I wasn’t sure how much
I actually owe.
Hi Dan, it’s Elsa from uAspire. Reviewing your financial aid award
letter is critical to see what you might owe. Has UMass sent a final award
letter? Reply Yes or No
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Best Practices
Responsiveness – Texting sets expectation for immediate response – Ensure texting schedule
aligns with staff capacity – Majority of text responses
arrive within a few minutes – Use away message to
reset expectations when necessary
Thanks for texting. Our office is closed for the holiday weekend but I’ll get back to you asap on Monday,
July 6. Thanks for being patient!
Hey, I have a question about the health insurance waiver…
Ok, thx
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Best Practices
Frequency – Resist urge to send outbound texts too often or goals may be diluted – Tell students how often you’ll be
texting – Text to keep momentum, not so
much that students tune out – Be prepared for candid feedback
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Best Practices How often would you prefer to receive college planning text messages?
Source: survey of students who attended West Virginia’s 2014 College Goal Sunday event
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Anatomy of a text
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Message pathways Message personalization: • Based on data fields (think MS mail merge!)
– Ex: Student first name – Ex: Student’s advisor name – Ex: Financial aid office phone number at the student’s
chosen college
Hi {first name}! Get free help comple5ng your FAFSA during College
Goal Sunday on Feb. 15! There’s a loca5on near you at {closest College
Goal Sunday site}. Register: h[p://samplelink.com
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Message pathways Audience segmenting: • By campaign:
– Ex: FAFSA renewal campaign – Ex: Junior year college-planning timeline
• By student variables: – Ex: Students on academic probation – Ex: Students who haven’t yet registered for orientation
• Management tool: By group or caseload: – Ex: Marshall University students – Ex: Scott High School students
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Action automation • Types of automation:
– Generate a message response • Ex: “thanks” might trigger “you’re welcome!”
– Trigger a system action • Ex: Stop messaging • Ex: Move to a group or add to a campaign • Ex: Launch message series • Ex: Change future message schedule
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Action automation Example: When WV students say they’ve selected a college, the system…
– Launches a series of response messages to gain more information from the student.
– Automatically moves them to the appropriate caseload based on their college choice.
– Automatically enrolls them in their particular college’s supplementary messaging campaign.
– Automatically removes any further messages related to college choice from their message schedule.
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Style and tone considerations
Personality: • Do you have a sense of humor? • Are you informal or formal?
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Style and tone considerations
Counseling approach: • Proactive or reactive? • How would you respond to this exchange?
CFWV: Don’t forget to register for orientation! Student: I’m not going to college.
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Style and tone considerations
Stop protocols: • Honoring opt-outs • Handling inappropriate messaging
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Style and tone considerations
Brand and communications strategies: • Style and use of terms
• Integration of organizational goals and complementary campaigns
• Integration of partnerships
• Managing “hot button” issues and conflicts
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Questions? Comments?
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Let’s get to work! Work through section four of your worksheet.
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Measuring Engagement • In-system analytics • External analytics
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In-System analytics
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External analytics Link trackers • Bitly • Tiny url • Google
Meeting tracking • Program database • Internal record system • Google calendar
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External analytics Google analytics
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External analytics • Social views
– YouTube views – Twitter follows – Facebook likes
• Actions taken – Call center calls – Deposits or forms submitted – Event registrations
• Surveys and polls – How did you hear about us? – Where do you get college planning information?
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Questions? Comments?
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Policies and Procedures • Legal requirements and responsibilities • Partnership agreements • Messaging and counseling guidelines
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Legal requirements • FCC rules prohibit SPAM and other
unwanted communications – Nonprofit rules are more lenient than commercial
regulations
• Age limits – COPPA restrictions require parental consent for
students under age 13 – School districts and other partners may have
individual policies
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Legal requirements • Student confidentiality and privacy
– FERPA regulations often apply – Data sharing agreements should be in place
among partners and vendors
• Counseling policies – Responsibilities to report
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Legal requirements • Purchasing
– Sole source justifications vs. bidding processes
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Policy considerations • Formalizing partnerships
– Memoranda of understanding
• Organizational policies – Communications standards and guidelines – Counseling guidelines – Data sharing policies and agreements
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Questions? Comments?
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Let’s get to work! Work through section five of your worksheet.
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Conclusion • Key takeaways and next steps • What else?
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Questions? Comments?
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Contact Alexandra Chewning Vice President of Research and Evaluation uAspire (617) 778-7195 x125 [email protected] www.uaspire.org @uAspire
Dr. Adam S. Green Vice Chancellor for Student Affairs WV Higher Education Policy Commission (304) 558-0655 [email protected] www.wvhepc.edu @adamscottgreen @wvgearup @cfwv
Brian Kathman CEO Signal Vine, LLC (703) 338-1046 [email protected] www.signalvine.com @signalvine
Jessica Kennedy Director of Communications and Outreach WV Higher Education Policy Commission (304) 558-0655 [email protected] www.wvhepc.edu @jackennedy @wvgearup @cfwv