Possible Ways of Increasing College Access among Adults from Underserved Backgrounds: A Study of College Transition Text-Based Messaging. Evaluation Report. NCEE 2023-003r

Autor/inn/en	Miller, Cynthia; O'Donoghue, Rebekah; Cullinan, Dan; Perera, Sumner; Mayer, Alexander; Page, Lindsay
Institution	National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); MDRC
Titel	Possible Ways of Increasing College Access among Adults from Underserved Backgrounds: A Study of College Transition Text-Based Messaging. Evaluation Report. NCEE 2023-003r
Quelle	(2023), (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Higher Education; Adult Education; Adult Students; Low Income Students; First Generation College Students; Program Effectiveness; Student Financial Aid; College Enrollment; Telecommunications; Handheld Devices; Information Dissemination; Barriers; Access to Information; Student Needs; Child Care; Transportation; Enrollment Rate; Two Year Colleges; Transitional Programs; Financial Aid Applicants; Federal Aid + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Telekommunikationstechnik; Informationsverbreitung; Kinderfürsorge; Kinderbetreuung; Verkehrswesen; Antragsteller
Abstract	Applying to college and securing financial aid are complex processes that can be barriers to college enrollment, particularly for individuals not entering directly after high school. These adults can seek out support from various organizations, including the U.S. Department of Education-funded Educational Opportunity Centers (EOCs), which operate from offices located within select colleges and community-based organizations. The EOCs primarily target their help to adults with low incomes and those who are potential first-generation college-goers. This study examines whether adding low-cost, text-based messaging can help EOCs more effectively work with their clients to increase clients' completion of the Free Application for Federal Student Aid (FAFSA) and college enrollment. About 3,500 EOC college-intending clients from 18 EOCs across the country were randomly divided into two groups: one received regular EOC services, and the other received EOC services plus a set of personalized, pre-programmed text messages focused on how to secure financial aid, complete key college enrollment steps, and navigate other potential barriers to college entry. The study compared the two groups to determine the effectiveness of the college transition text messaging. Key findings include: (1) Adding personalized text messaging to existing EOC services did not increase clients' rates of college enrollment or FAFSA completion; and (2) Although many clients completed important college-going tasks such as applying to college and submitting the FAFSA, 4 out of every 10 clients did not enroll in college. [For the Study Highlights, see ED628026. For the appendix, see ED628028.] (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01