Abstract
This study investigates how a network of New York City public schools use texting to increase enrollment and persistence in college. Text messages include tips and reminders to fill out the Free Application for Federal Student Aid as well as college tips. Our multiple regression results suggest that although when the texting began did not appear to matter, the texting program increased enrollment and persistence in college. In addition, response rates were positively associated with enrollment and persistence. Finally, we find that the content of the messages themselves as well as individual characteristics affected response rates.
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