Examining Heterogeneity in Nudging Intervention Effects on Postsecondary Student Outcomes
In the postsecondary field, there are gaps in enrollment, achievement, and attainment along socioeconomic and racial/ethnic lines. One increasingly popular strategy aimed at narrowing the college success gap, particularly for economically disadvantaged and first-generation students, is the concept of nudging.
To date, no systematic review and meta-analysis has been focused exclusively on postsecondary nudging interventions.
Nudging interventions include informational approaches (e.g., texts, emails), choice architecture, predictive analytics, and social comparisons. All of these strategies nudge students toward action, do not take choice away from the participant, and can break down barriers to success.
Given the increased uptake and popularity of nudges, understanding which postsecondary nudge programs work (and do not work), for whom, and under what conditions is vital.
AIR's Evidence Synthesis
AIR is synthesizing empirical evidence on postsecondary nudging interventions conducted with both 2- and 4-year college students, recent high school graduates, students who dropped out of postsecondary programs, and those who have delayed postsecondary enrollment.
The project involves a systematic literature review and meta-analysis of intervention effects on postsecondary outcomes (e.g., enrollment, persistence, completion, and uptake of student academic resources). We will conduct confirmatory analyses related to characteristics of nudging interventions and examine the extent to which these factors introduce heterogeneity intervention effects. We will also conduct exploratory factors including institutional characteristics, participant characteristics, and types of outcomes measured.
Research Questions
These are the proposed research questions to be answered by this meta-analysis:
- How heterogeneous are nudging intervention effects within each of the following outcome domains: college readiness, college enrollment, credit accumulation and persistence, progressing in developmental education, postsecondary academic achievement, postsecondary degree or credential attainment, and postcollege employment earnings as well as uptake of student academic resources?
- Do intervention effects vary by the sender, the urgency, and the level of personalization of the nudge?
- Do intervention effects vary across participant characteristics, such as age, race/ethnicity, gender, and socioeconomic status?
- How have the delivery mechanisms of nudges changed over time? In what way have these changes impacted the effectiveness of the nudges?
- What is the average cost per participant for nudging interventions and do costs vary by setting, format, and institutional characteristics? What is the relationship between costs and effects?
The findings produced by this study will support evidence-based decision-making among college administrators, state education agencies, and postsecondary researchers regarding the use of postsecondary nudging interventions.