Navigating the tension between scale and school context in digital college guidance

Abstract

PurposeThe purpose of this paper is to highlight the potential of digital tools to address the significant challenge of increasing access to college and outline challenges and opportunities in effectively implementing a digital intervention across an entire school.Design/methodology/approachThe study encompasses a randomized control trial and comparative case studies. This paper highlights qualitative data focused on implementation.FindingsFindings illustrate impediments and strategies for implementing a school-wide digital intervention.Research limitations/implicationsResearch focused on one particular intervention and is thus limited in scope.Practical implicationsThe study has the potential to assist practitioners in better serving students from low-income and minoritized communities through digital tools.Social implicationsThe study has implications for increasing the number of first-generation and minoritized youth who apply to and enroll in college. The study highlights digital equity issues often overlooked in ed-tech sectors.Originality/valueFew studies exist that examine the implementation of digital interventions at the school level. Focusing on digital equity in the college access space (academic and practice) is novel.