Chronic absenteeism is a longstanding problem that has surged to troubling levels. Recent data show that in 20 states, more than 30% of students are chronically absent, about twice the rate seen before the pandemic. Absenteeism is a multifaceted problem, and the reasons students stop showing up aren’t always academic. Sometimes it’s because they don’t feel connected to their school, or they are not engaged in the curriculum. Other times, they face adversity outside the classroom. While the problem is complicated, it’s easy to overlook one of its simplest, most effective solutions: What if the key to keeping students is a performance stage, a music room or an art studio — a creative outlet to shine?
Despite decades of research, arts education is still treated as a “nice-to-have” when education budgets allow. From 2015 to 2019, the NAMM Foundation conducted a four-year study across 1,700 New York City public schools serving over 1.1 million students. They found that schools offering music and arts programming had lower rates of chronic absenteeism and higher overall school-day attendance than those that didn’t. Similarly, a comparison of cohort data over seven years found that dropout rates fell from 30% to just 6% among students participating in consistent arts programming.
Clearly, the arts are a powerful tool for academic engagement, resilience and, most importantly, graduation. For example, after tracking more than 22,000 students for 12 years, the National Dropout Prevention Center found that those with high levels of involvement in the arts were five times more likely to graduate from high school than those with low involvement.
But while over 90% of Americans feel the arts are important for education, only 66% of students participate, and access remains uneven. Charter schools, the fastest-growing segment of public education, have the lowest availability of arts courses: Just 37% of public charter high schools offer arts instruction. Students in charter schools, military families and homeschool programs are too often the ones with the fewest opportunities to engage with the arts, despite needing them most.
This is an issue that the Cathedral Arts Project in Jacksonville, Florida, is trying to solve.
In partnership with and with funding from the Florida Department of Education, our program piloted a year-long arts education initiative during the 2024-25 school year, reaching more than 400 students in charter schools, homeschools, military families and crisis care. Our teaching artists visited classrooms weekly, providing instruction in dance, music, visual arts and theater. Throughout the year, students in kindergarten through high school found joy, confidence and connection through creative learning. Homeschool students brought history to life through art projects, children from military families found comfort and stability during times of deployment and young people in crisis discovered new ways to express themselves and heal. Each moment affirmed the power of the arts to help children imagine what’s possible.
To better understand the impact of this work, we partnered with the Florida Data Science for Social Good program at the University of North Florida to analyze reports and survey evaluations collected from 88% of program participants. Here’s what we found:
Students grew not only in artistic skill, but also in self-confidence, teamwork, problem-solving and engagement. After completing the program, over 86% of students said they “like to finish what they start” and “can do things even when they are hard” — a key indicator of persistence, which is a strong predictor of long-term academic success. Students rated themselves highly in statements like, “I am good at performance.”
Families noticed, too. In the age of screens, nearly three-quarters reported that their child had increased in-person social interaction since beginning arts programming and had improved emotional control at home. Nearly one-third saw noticeable gains in creative problem-solving and persistence through challenges.
According to the State of Educational Opportunity in America survey conducted by 50CAN, parents view the arts as a meaningful contributor to their child’s learning, and they want more of it. In Florida, where families have been given the power of school choice, they’re increasingly seeking out programs that inspire creative thinking and meaningful engagement while promoting academic success. But finding them isn’t always easy. When funding allows, traditional public schools may offer band or visual arts, but these options are often unavailable to families choosing alternative education options for their children.
Now in its second year, our program fills this critical gap by working directly with school choice families across northeast Florida, bringing structured arts instruction to students who otherwise wouldn’t have access.
What makes the arts such an effective intervention? It’s structure, expression and connection. When students learn through the creative process, they navigate frustration, build resilience and find joy in persistence. These are not soft skills — they’re essential for survival, and increasingly important in today’s workplaces.
Arts education is a necessary investment in student achievement. It’s time for other states to treat it that way and follow Florida’s lead.
Did you use this article in your work?
We’d love to hear how The 74’s reporting is helping educators, researchers, and policymakers. Tell us how
Any educator can attest to the mounting challenge of maintaining student attention in the classroom. Students’ exposure to digital media from a very young age has both diminished their capacity to pay attention and led them to crave interactions with devices during times when their use is not essential.
Yet, engagement matters. Students’ capacity to participate in activities and “be present” serves as a powerful indicator of how they will fare in engagement with people and academics. Here are a few ways to foster that engagement, despite the challenges:
1. Igniting Curiosity and Relevance
Students should be taught lessons with thought-provoking questions. The more inquisitive the mind, the more in sync they are with dealing with real-world problems and building connections later in life. It’s important to have teachers who help students see value in what they’re learning. To help students discover that value, allow them to draw connections by using current events, surprising facts, or personal stories as examples. Incorporating movement and multiple modes of learning in day-to-day classroom life helps to build active inquiry. The idea is to foster greater participation and sustained focus. Relating students’ learning to their lived experience will help you boost interaction, spark curiosity, and keep students invested in their learning journey.
2. Create a Safe and Supportive Environment
Countless studies have shown that psychological safety acts as a foundation for participation; encouraging a culture where all contributions are respected builds that much-needed safety net. An essential key to building this safety net is establishing your classroom as a stable structure that can hold student curiosity, experimentation, and mistakes. Take care to build consistency between sessions. Using callbacks to past discussions, maintaining a classroom journal, or introducing a themed narrative across lessons helps students to stay engaged and makes their learning journey more cohesive. Strategies such as think-pair-share or anonymous responses can help students build confidence, especially as they grow into less familiar areas of learning.
3. Use Storytelling and Creative Expression
Consistent use of storytelling in the classroom can deepen students’ connection with one another, their teachers, and their voice. Storytelling allows students to express novel ideas in a familiar format. It also helps to make abstract topics more accessible and memorable. But storytelling isn’t all about comfort and familiarity. Surprise elements, such as unusual prompts, playful props, music, or themed challenges can keep your students invested in the art of making narrative. Surprise and innovation also lead to improved memory and a sharper capacity to synthesize abstract concepts.
4. Incorporate Movement and Sensory Engagement
Integrating interactive elements such as hands-on activity, physical movement, and visual aid helps to combat student restlessness and increase their enjoyment of a lesson. If your material requires lecture, break it up with quick, student-centered activities; a movement break; or an opportunity for students to give feedback. Incorporating movement and sensory engagement helps to keep the energy levels up and supports varied learning styles.
5. Give Students Voice and Choice
Offering multiple ways to approach an assignment or allowing students to help determine class discussion fosters an invaluable sense of agency and control. Invite students to prepare and lead part of a lesson; they’ll integrate their perspectives into the experience, which benefits their teachers, their peers, and themselves. The resulting sense of autonomy will increase their ownership and investment in learning.
6. Be Flexible and Empathetic
It’s important that teachers and caregivers for students understand and respond to individual learning rhythms and needs. Having flexibility with pace, deadlines, and participation formats helps to build trust, reduce anxiety, and support engagement. Teaching students the importance of empathy from a young age helps them grow into more responsible and emotionally mature adults.
Conclusion
Student attention and participation need to be nurtured through intention, empathy, and creativity. It’s important to have an all-around approach towards student-centered learning. It is important that we encourage our teachers to experiment, listen, and evolve with their students. As teachers and caregivers, we can empower students to embrace the learning process and build confidence by infusing joy and curiosity into the daily routine.
A happy, comfortable classroom invites deeper engagement and holds its students in consistent positive regard. Introducing short activities like gratitude journaling, music, and light-hearted check-ins, while adding a bit of humor to them, creates a welcoming atmosphere where students are more likely to speak up, stay focused, and enjoy the learning process.
Mallory Hellman (she/her) is a writer, educator, and advocate for youth creativity. Since 2015, she has served as the Director of the Iowa Youth Writing Project, where she leads programs that bring free, high-quality writing opportunities to young people across Iowa. Mallory graduated from the Iowa Writers’ Workshop (MFA in Fiction) and Harvard University (BA in English and American Literature) and has taught creative writing at the University of Iowa, the Duke University Talent Identification Program, and in schools, shelters, and community centers throughout the Midwest. Her nonfiction has appeared in publications such as Tuesday Magazine and Forbes. In recognition of her leadership and community engagement, she received the Bravo Award from the Coralville Chamber of Commerce in 2015. In 2024, she co-founded the Experiential Education Collective, an organization devoted to promoting student-centered learning and hands-on creativity in schools and other educational spaces.
With the new school year now rolling, teachers and school leaders are likely being hit with a hard truth: Many students are not proficient in reading.
This, of course, presents challenges for students as they struggle to read new texts and apply what they are learning across all subject areas, as well as for educators who are diligently working to support students’ reading fluency and overall academic progress.
Understanding the common challenges students face with reading–and knowing which instructional strategies best support their growth–can help educators more effectively get students to where they need to be this school year.
Understanding the science of learning
Many districts across the country have invested in evidence-based curricula grounded in the science of reading to strengthen how foundational skills such as decoding and word recognition are taught. However, for many students, especially those receiving Tier 2 and Tier 3 interventions, this has not been enough to help them develop the automatic word recognition needed to become fluent, confident readers.
This is why coupling the science of reading with the science of learning is so important when it comes to reading proficiency. Simply stated, the science of learning is how students learn. It identifies the conditions needed for students to build automaticity and fluency in complex skills, and it includes principles such as interleaving, spacing practice, varying tasks, highlighting contrasts, rehearsal, review, and immediate feedback–all of which are essential for helping students consolidate and generalize their reading skills.
When these principles are intentionally combined with the science of reading’s structured literacy principles, students are able to both acquire new knowledge and retain, retrieve, and apply it fluently in new contexts.
Implementing instructional best practices
The three best practices below not only support the use of the science of learning and the science of reading, but they give educators the data and information needed to help set students up for reading success this school year and beyond.
Screen all students. It is important to identify the specific strengths and weaknesses of each student as early as possible so that educators can personalize their instruction accordingly.
Some students, even those in upper elementary and middle school, may still lack foundational skills, such as decoding and automatic word recognition, which in turn negatively impact fluency and comprehension. Using online screeners that focus on decoding skills, as well as automatic word recognition, can help educators more quickly understand each student’s needs so they can efficiently put targeted interventions in place to help.
Online screening data also helps educators more effectively communicate with parents, as well as with a student’s intervention team, in a succinct and timely way.
Provide personalized structured, systematic practice. This type of practice has been shown to help close gaps in students’ foundational skills so they can successfully transfer their decoding and automatic word recognition skills to fluency. The use of technology and online programs can optimize the personalization needed for students while providing valuable insights for teachers.
Of course, when it comes to personalizing practice, technology should always enhance–not replace–the role of the teacher. Technology can help differentiate the questions and lessons students receive, track students’ progress, and engage students in a non-evaluative learning environment. However, the personal attention and direction given by a teacher is always the most essential aid, especially for struggling readers.
Monitor progress on oral reading. Practicing reading aloud is important for developing fluency, although it can be very personal and difficult for many struggling learners. Students may get nervous, embarrassed, or lose their confidence. As such, the importance of a teacher’s responsiveness and ongoing connection while monitoring the progress of a student cannot be overstated.
When teachers establish the conditions for a safe and trusted environment, where errors can occur without judgment, students are much more motivated to engage and read aloud. To encourage this reading, teachers can interleave passages of different lengths and difficulty levels, or revisit the same text over time to provide students with spaced opportunities for practice and retrieval. By providing immediate and constructive feedback, teachers can also help students self-correct and refine their skills in real time.
Having a measurable impact
All students can become strong, proficient readers when they are given the right tools, instruction, and support grounded in both the science of learning and the science of reading. For educators, this includes screening effectively, providing structured and personalized practice, and creating environments where students feel comfortable learning and practicing skills and confident reading aloud.
By implementing these best practices, which take into account both what students need to learn and how they learn best, educators can and will make a measurable difference in students’ reading growth this school year.
Dr. Carolyn Brown, Foundations in Learning
Dr. Carolyn Brown is the co-founder and chief academic officer of Foundations in Learning, creator of WordFlight. Dr. Brown has devoted her career to ongoing research and development that targets underlying learning processes to optimize language and literacy development for all students.
Latest posts by eSchool Media Contributors (see all)
Competition for students has never been tougher. With rising parent expectations and limited budgets, school marketing ideas need to do more than get attention. They have to inspire trust and drive enrolment.
At its core, school marketing includes every effort your institution makes to strengthen brand visibility and attract families. Today’s parents research online, compare schools carefully, and look for authenticity at every touchpoint.
That’s why the most successful private schools are shifting toward creative, data-driven marketing strategies that meet families where they are. The goal isn’t just to promote your programs; it’s to tell your story in a way that highlights your school’s true value, whether that’s academic excellence, a close-knit community, or innovative extracurriculars.
So how can your school stand out? Through inbound marketing, strategies that pull families in rather than push messages out. Inbound marketing builds trust by being genuinely helpful: answering parents’ questions, showcasing real student stories, and creating an online experience that feels personal and sincere.
Even with modest resources, schools that use inbound methods see stronger engagement and higher enrolment.
In this guide, we’ll break down 10 proven school marketing ideas to help boost private school enrolment, from optimizing your website and social channels to using testimonials, events, and storytelling that connect on an emotional level.
Struggling with enrollment?
Our expert digital marketing services can help you attract and enroll more students!
1. Create a High-Quality, SEO-Optimized Website
Your school’s website is your digital front door, the first real impression most families will have of your community. It’s where curiosity turns into consideration, so design and usability matter. A great school website should feel both professional and personal: clean visuals, simple navigation, and all the essentials easy to find, such as tuition, programs, admissions steps, and contact details.
But here’s where many schools fall short: visibility. Even the most beautiful site won’t help if parents can’t find it on Google. That’s where search engine optimization (SEO) comes in. Most families begin their search online, typing things like “best private schools near me” or “bilingual schools in Toronto.” To show up for those queries, your site needs relevant keywords, descriptive titles and meta tags, and fast load times.
Localization also helps. If your school attracts families across regions, tailor content by geography. And don’t stop at information. Your website should engage visitors visually and emotionally. Use dynamic photos and videos of real students, candid campus moments, and parent or alumni testimonials to bring your story to life. Clear calls to action: Book a Tour,Request Info,Apply Now, guide families naturally toward the next step.
Example: Connections Academy (K–12 Online Public Schools): This online school network uses a geo-targeted approach on its site to connect families with their nearest program. A “Find Your School” tool routes visitors to state-specific pages based on ZIP code, ensuring that parents quickly find relevant information like curricula and enrolment steps for their locality. By organizing content by region and using local keywords (e.g., Georgia Connections Academy), the school boosts its presence in local search results.
Finally, make sure it’s mobile-first. Parents are browsing between meetings or from the car. A responsive, regularly updated website signals not only professionalism but also vitality, proof that your school is active, thriving, and ready to welcome new families.
2. Develop Valuable Blog Content and Resources
If your website is the front door, your blog is the conversation that happens once families walk in. It’s your chance to build trust, show expertise, and let your school’s personality shine.
Content marketing works because it educates while it engages. Blog posts, news stories, or downloadable guides can position your school as a thought leader on topics parents actually care about. From how to choose the right private school to how your teachers nurture student confidence. Every post is also an SEO opportunity: each new article gives Google another reason to show your site to searching parents.
Example: Great Lakes College of Toronto (Private High School, ON): GLCT’s blog targets the needs of international students and parents. The school regularly publishes practical articles, from “5 Essential Tips for ESL Students to Succeed in a Canadian Private School” to guides on university admissions. Each post provides valuable advice (e.g., study strategies, application how-tos) while naturally highlighting GLCT’s supportive programs. By answering real questions (like how to improve English or navigate applications) in its content, GLCT attracts the right audience via SEO and builds trust.
Here’s the key: write content that answers parents’ real questions and reflects your school’s strengths. End each post with a next step: Book a Tour,Download Our Admissions Guide, or Join Our Mailing List.
The result? A blog that informs while also converting curiosity into connection.
3. Leverage Social Media to Build Community
In 2025, a strong social media presence is essential. Parents (especially millennials) and students spend hours every day scrolling through platforms like Facebook, Instagram, YouTube, and TikTok. The majority of students say they use social media when researching schools. For K–12 families, these platforms are often their first window into your community, and leveraging them effectively is one of the most effective school marketing ideas.
Here’s the thing: social media is where your school’s story comes alive. Share moments that reflect your culture: a championship win, a robotics project, a candid classroom laugh. Posts with real photos and videos consistently outperform text-only updates, and they help families visualize what life at your school feels like.
Example: Temple University (Higher Ed, PA): Temple’s social media team has achieved award-winning success by sharing vibrant, authentic content that resonates with students and parents alike. One viral example was a TikTok video of a service dog at graduation, which garnered 3.2 million views and helped Temple achieve a top TikTok engagement rank. More importantly, Temple treats social media as a storytelling and outreach platform: posts across TikTok, Instagram, Facebook, and YouTube showcase campus life and student achievements in ways that help prospective students “see themselves” at Temple.
Consistency and tone matter just as much as creativity. Keep your voice genuine and community-driven, never overly promotional. Use a content calendar to maintain regular posting and highlight diverse voices from your community. Finally, don’t overlook targeted ads. Platforms like Meta and TikTok let you reach local parents by age, location, or interests, which makes them perfect for promoting open houses or admissions deadlines.
But above all, remember this: social media isn’t just about reach, it’s about connection. When families see a living, breathing community on your feeds, they’re provided the opportunity to imagine being part of it.
4. Implement Email Marketing & Lead Nurturing Campaigns
How do you market a private school? By combining digital strategies like SEO, email nurturing, and social media with in-person tactics like open houses and community events. Tailor messaging to families’ needs, use authentic storytelling, and provide clear calls-to-action to drive inquiries and enrolment.
When a prospective family fills out an inquiry form, downloads a guide, or subscribes to your newsletter, they’ve taken the first step, but they’re not ready to apply yet. That’s where email marketing and lead nurturing come in.
Most families need five or more touchpoints before they decide to apply or enrol. The key is staying in touch consistently, offering value each time, not just reminders to “apply now.”
Start by segmenting your email list. Group families by grade level, interests, or where they are in the admissions process, from first inquiry to scheduled tour. This allows you to send messages that actually matter. A parent curious about scholarships will appreciate updates about financial aid or payment plans. Another, interested in athletics, will engage more with stories about your latest championship or coaching philosophy. Modern CRM tools make this kind of personalization simple.
Effective lead nurturing happens through a drip campaign, a planned series of emails spaced over several weeks. The sequence might look like this:
A thank-you email and link to your virtual tour.
A week later, a student or parent testimonial.
Then, an update about upcoming events or key deadlines.
Track metrics like open and click-through rates to see what resonates. If engagement dips, tweak your subject lines or timing.
Example:Peddie School (Boarding High School, NJ): Peddie personalizes its follow-up emails based on each family’s interests. When inquiries come in, the admissions CRM captures details like academic or athletic interests. The school then connects prospects with relevant community members (coaches, teachers) and sends tailored content. For instance, a family noting interest in basketball might receive an email invite to a game and a note about Peddie’s sports facilities. This segmented approach (made clear on Peddie’s inquiry form, which promises to “connect you with coaches and teachers who match your interests”) makes families feel understood and keeps them engaged. A series of drip emails: thank-yous, student stories, deadline reminders, then nurtures each lead from initial inquiry to campus visit to application.
Finally, make your emails two-way. Encourage replies, invite questions, and link to live chats or calls. When families feel heard and guided rather than “marketed to,” they’re far more likely to see your school as their future community.
5. Use Video Marketing to Showcase Your School’s Culture
If a picture is worth a thousand words, a video can tell the whole story. Video marketing gives prospective families an inside look at your school, its energy, community, and heart, in a way that text simply can’t. A great video captures what it feels like to be on campus, walking through halls, meeting teachers, or cheering at a game. It builds an emotional bridge between your school and the viewer, and harnessing it properly is another of the more impressive marketing ideas for schools.
Video doesn’t have to be flashy to work. Start small. Create short, story-driven clips: student testimonials, “day in the life” vlogs, quick faculty interviews, or highlight reels from school events. Keep them engaging and under three minutes when possible. Post across platforms: your website, YouTube, Instagram, even TikTok. Videos with strong storytelling and emotional authenticity consistently build trust and drive inquiries.
Example: Westminster Christian Academy (Day School, MO): Westminster created a cinematic short film called “The Wonders of Westminster” to encapsulate its school spirit. Premiered at an open house event to 550+ attendees, this nine-minute video weaves together stunning visuals of campus life with heartfelt student and teacher narratives. Beyond this feature film, Westminster produces numerous short clips: alumni testimonials, “day in the life” vlogs, and event highlight reels, all shared on YouTube and social media. These videos let viewers virtually walk the halls and imagine themselves as part of the community.
Authenticity is what matters. Even a smartphone-shot interview can outperform a high-budget ad if it’s real, relatable, and human. Use live streams, student-led content, and candid storytelling to show your school’s true culture, and let families see themselves as part of it.
6. Optimize Your Local Presence (Google Profile & Reviews)
When parents search “private schools near me,” your school should be one of the first names they see, complete with photos, reviews, and all the right details. That’s where your Google Business Profile (formerly Google My Business) comes in. Think of it as your school’s digital front door.
Here’s what to do: claim your profile, verify it, and fill out every field: address, phone number, website, hours, and category. Upload high-quality photos of your campus, classrooms, and events. An optimized Google profile gives prospects “an easily digestible snapshot of your institution and makes it much easier for your target audience to find you” online. Schools that post regularly and add fresh visuals tend to appear more prominently in local search results and get more clicks.
Next, turn your attention to reviews. Parents trust other parents. Encourage satisfied families to share their experiences on Google, and respond to every review (good or bad) with professionalism and gratitude. It shows transparency and genuine care.
Example: Great Lakes College of Toronto (ON): GLCT leverages its happy families to boost local and global reputation. On its site, GLCT prominently links to external review platforms and showcases testimonials from international graduates. In fact, GLCT encourages parents to share their experiences on Google and Facebook, knowing that “parents trust other parents.” The school provides step-by-step instructions (via a dedicated page) on writing a Google review for GLCT, making it easy for busy parents to post feedback. By managing its online presence through accurate info on Google, active responses to every review, and abundant testimonials, GLCT ensures that when families search “best international high school Toronto,” they not only find GLCT but also see proof of its quality through peer reviews.
In short, managing your local presence is one of the simplest, most powerful enrolment tools you have. When families see accurate information, warm reviews, and vibrant imagery, your school instantly feels credible and worth exploring.
7. Host Open Houses and Community Events (Virtual & In-Person)
There’s nothing quite like seeing a school in action. Open houses, school tours, and community events let families feel what your school is really about. The energy in classrooms, the warmth of the community, the values that guide every interaction. That experience often does more to drive enrolment than any ad campaign ever could.
Today, the most effective schools blend in-person and virtual options. A well-run virtual open house allows busy or distant parents to attend from anywhere, while in-person events create the emotional connection that seals decisions. The key is to make every visit interactive, structured, and personal.
Start with a short welcome presentation from your head of school, followed by Q&A panels with teachers and students. Offer guided tours — physical or via livestream — and create themed “stations” where families can explore specific programs like arts, athletics, or STEM. Virtual attendees? Use breakout rooms or session links so they can choose what interests them most.
Example:Queen Anne’s School (Boarding, UK): Queen Anne’s offers a wide range of visit opportunities to fit every family’s needs. They host large Open Morning events each term (e.g., a Friday or Saturday with campus tours, student panels, and the Head’s welcome) and personal “bespoke” tours by appointment. For students, Queen Anne’s runs Taster Days: full school days where prospective girls join real classes, meet future classmates, and even try boarding for a night. This flexibility ensures that whether a family is local or overseas, busy weekdays or only free on weekends, they can experience the school. The Queen Anne’s website makes it easy to book tours or taster days online, and even features a 360° Virtual Tour so families can explore facilities remotely.
Finally, don’t limit yourself to admissions events. Sponsor local fairs, host workshops, or open performances to the community. Every event is a brand moment. Capture contact info, follow up with thank-you messages and next steps, and keep the conversation going.
When families walk away feeling welcomed and informed, they’re already picturing themselves and their children as part of your school’s story.
8. Invest in Targeted Online Advertising (Including Retargeting)
Organic marketing builds awareness over time, but sometimes you need an extra push to reach the right families fast. That’s where targeted digital advertising comes in. Platforms like Google Ads, Facebook, and Instagram let you put your school in front of parents who are actively researching options, not just scrolling aimlessly.
Think of it this way: when someone searches “private schools in [Your City]” or browses parenting and education pages on Facebook, you can show them a perfectly timed ad for your next open house. These platforms let you narrow by location, age of children, and interests, ensuring your message hits families most likely to engage. Even a few hundred dollars can make a measurable impact when ads are well-targeted and optimized.
How much should a school spend on marketing? Most schools allocate 1–10% of their overall budget to marketing, depending on goals and enrolment needs. Competitive schools aiming to grow or reach new markets may invest more, especially in digital advertising, content, and lead-nurturing systems.
Make every ad count. Use inviting visuals, happy students, engaging classrooms, welcoming teachers, paired with clear headlines (“Discover [School Name]”) and direct CTAs (“Schedule a Tour,” “Join Our Open House”). Test two or three variations at once to see which version gets more clicks, then double down on the winner.
Example: Stenberg College (Private College): Stenberg partnered with HEM to elevate its Google Ads campaigns for student enrolment, ensuring the ads attracted more and higher-quality student leads. With HEM’s support in restructuring and managing these paid search campaigns, Stenberg’s marketing saw “record-breaking enrolments and lead flow” beyond previous levels. The refined advertising strategy also achieved a 28% reduction in cost per lead, demonstrating the efficiency of targeted online ads.
Beyond new audiences, retargeting helps you reconnect with families who already visited your site or clicked on an earlier ad but didn’t inquire. Maybe they browsed your tuition page or watched your virtual tour. A gentle reminder later that week (“Still exploring schools? Visit us this fall!”) can bring them back.
Pro tip: segment retargeting by behavior. Parents who downloaded your admissions guide might see an ad about financial aid, while those who viewed athletics pages could get one about campus life. The more relevant your messaging, the better your conversion rates.
According to Google, every $1 spent on search advertising can generate up to $8 in value. For schools, that often means more inquiries, more tours, and more applications, without overspending. In short: targeted ads aren’t about throwing money at the problem; they’re about placing your story in front of the right families, right when they’re ready to listen.
9. Create Downloadable Guides and Lead Magnets
Want a steady stream of new inquiries from your website? Offer something valuable first. Downloadable resources like e-books, checklists, or planning guides give parents useful information and give your admissions team qualified leads to nurture.
Here’s how it works: you create a helpful resource (“5 Things to Consider When Choosing a Private School,” for example), place it behind a short form asking for a name and email, and voilà, you’ve started a conversation. It’s a win-win: parents get expert advice, and you get insight into who’s exploring your school.
Example:Fairfield Prep (High School, CT): Fairfield Prep entices prospective families with a free e-book called the “High School Decision Guide.” On its admissions page, a prompt acknowledges that “choosing a high school is a life-changing decision” and invites visitors to download the guide to help them weigh their options. To get the guide, parents simply fill out a short form (name, email, child’s grade), providing Prep with a valuable lead. The guide itself, “5 Things to Consider When Choosing a High School,” offers general tips on factors like academics, community, and fit – not a pure advertisement, but a genuinely useful resource for any 8th-grade parent.
The best lead magnets solve real questions: a “School Visit Checklist,” a “Private vs. Public Comparison Chart,” or a “Financial Aid Planning Worksheet.” Even quizzes like “What’s Your Child’s Learning Style?” can engage parents while introducing your school’s philosophy.
Design matters too. Make your guide visually appealing, branded, and easy to read. Include a final call-to-action inviting families to take the next step, like booking a tour or contacting admissions.
Finally, promote your downloads across your website, blog posts, and pop-ups. Each new subscriber is a potential applicant, and your content positions your school as the trusted expert helping them get there.
10. Encourage Reviews, Testimonials, and Word-of-Mouth
At the end of the day, no marketing tool is more powerful than a happy parent or student sharing their story. Families trust real voices over polished ads. It’s why word-of-mouth remains one of the strongest enrolment drivers for private schools.
Start by collecting testimonials from your most satisfied families, students, and alumni. These can take many forms: written quotes, short videos, or casual social posts. Display them prominently. Sprinkle parent quotes across your website, include testimonial snippets in your newsletters, or dedicate a full webpage or YouTube playlist to success stories. The goal is to help prospects think, “That could be us.”
Example:Tessa International School (Preschool & Elementary, NJ): Tessa turns its parent community into its best ambassadors. The school’s website features a dedicated Testimonials page with dozens of short parent videos and quotes. Each testimonial is labeled with the family’s name and program (e.g., “Etienne’s Dad – Elementary”, “Zoe & Sophia’s Mom – Preschool & Elementary”), adding a warm personal touch. Tessa promotes these stories on social media as well, regularly sharing “Thank you” posts to parents who give shout-outs on Facebook. Additionally, the school links to external reviews on Niche.com and invites new parents to talk to veteran parents. This open celebration of parent voice not only builds trust with prospects (they see real satisfaction) but also fuels a virtuous cycle: Tessa’s parents feel valued and are even more likely to spread the word.
Encourage satisfied families to leave Google and Facebook reviews after positive milestones such as a great report card or a successful event. Monitor those reviews and respond thoughtfully. An active, appreciative reply tells others that your school listens and cares.
Don’t stop there. Turn your current community into ambassadors. Offer small referral incentives or create shareable moments, photo days, spirit challenges, and alumni shoutouts that naturally spark pride and conversation.
The result? A thriving network of advocates. When people talk about your school with genuine enthusiasm, it builds credibility and attracts families who already believe in what you stand for.
Partner with HEM to Build Momentum That Lasts
Attracting new families is about consistency, connection, and authenticity. Every piece of your marketing matters: a clear website that tells your story, social media posts that capture daily life, thoughtful emails that guide parents, and real voices from your community that build trust. When all of these elements work together, they create something powerful: a lasting impression.
Schools that commit to steady, strategic communication see results that compound over time. Keep testing, refining, and listening to what families respond to. When your marketing reflects the real experience, your students and parents love, it shows, and it resonates.
If you’re ready to take your private school marketing to the next level, Higher Education Marketing (HEM) can help. We specialize in crafting digital strategies that combine creativity, data, and storytelling to boost visibility, engagement, and enrolment.
From SEO and content creation to paid ads and automation, we’ll help you connect with families who are searching for exactly what your school offers. Because when your marketing feels genuine, families don’t just notice, they believe. And that’s what turns interest into enrolment.
Struggling with enrollment?
Our expert digital marketing services can help you attract and enroll more students!
Frequently Asked Questions
Question: What is school marketing?
Answer: At its core, school marketing includes every effort your institution makes to strengthen brand visibility and attract families. It involves branding, outreach, and communications across channels like websites, ads, email, social media, and events to connect with prospective families.
Question: How do you market a private school?
Answer: By combining digital strategies like SEO, email nurturing, and social media with in-person tactics like open houses and community events. Tailor messaging to families’ needs, use authentic storytelling, and provide clear calls-to-action to drive inquiries and enrolment.
Question: How much should a school spend on marketing?
Answer: Most schools allocate 1–10% of their overall budget to marketing, depending on goals and enrolment needs. Competitive schools aiming to grow or reach new markets may invest more, especially in digital advertising, content, and lead-nurturing systems.
Student recruitment has never been more competitive, or more personal. The institutions standing out right now aren’t the ones shouting the loudest; they’re the ones showing the most truth. That’s where authenticity comes in.
Prospective students want to see real stories from real people, not polished marketing copy or staged photos. They want to hear from the student who filmed a late-night study session, the alum who just landed their first job, or the professor who shares genuine classroom moments. That’s the power of user-generated content (UGC). It turns your community into your most credible storytellers.
In this guide, we’ll look at what authentic content really means, why it works, how to build it into your strategy, and how to measure its impact. Along the way, you’ll see examples of schools already doing it well and learn simple ways to kickstart your own approach.
If your goal is to humanize your brand and connect with Gen Z on a deeper level, authenticity isn’t a trend. It’s the foundation. Let’s get into it.
Struggling with enrollment?
Our expert digital marketing services can help you attract and enroll more students!
What Is User-Generated Content (UGC) in Higher Education Marketing
User-Generated Content (UGC) is any material created by people outside your marketing team: students, alumni, faculty, or even parents. It includes everything from TikToks and Instagram stories to blog posts, reviews, and testimonial videos. What makes UGC powerful is its honesty. It’s not scripted or staged; it’s content created by individuals sharing their own experiences. That authenticity lends it credibility that traditional marketing can’t replicate.
Authentic content, on the other hand, goes beyond UGC. It’s any content that feels real, relatable, and trustworthy, even if your institution produces it. A student-led vlog created by your admissions team, a behind-the-scenes video from orientation week, or an unfiltered faculty Q&A on LinkedIn can all count as authentic content. The goal is to showcase genuine stories without the hard sell.
Here’s the distinction: UGC is always created by your community, while authentic content can come from anyone, as long as it feels natural and transparent. The most effective education marketers use both. Inviting their audiences to create, while also producing school-made content that keeps the same raw, human touch. Together, they tell a believable story that draws students in and builds lasting trust.
What Is Authentic Storytelling in Higher Education Marketing?
Authenticity is the backbone of modern education marketing. Students trust people more than institutions, and they can spot inauthenticity instantly, especially Gen Z, who’ve grown up spotting inauthenticity from miles away. Research shows people are about 2.4× more likely to say UGC feels authentic than brand-created content. That difference matters: authentic stories make prospects stop scrolling, listen, and believe.
Authenticity also builds emotional connection. Gen Z and Millennials want to see themselves in your content, to think, “That could be me at that school.” A student-run TikTok showing dorm life or a grad’s blog about their first job after graduation brings that feeling to life. It’s no surprise that social is now a default research channel. The vast majority of students use social media to research colleges, and peer-created posts carry even more sway.
The impact extends to engagement. Across benchmarks, UGC often delivers meaningfully higher social engagement and can drive up to ~4× higher CTR in ads. And over time, that engagement builds trust: 81% of consumers trust UGC more than branded content. In a high-stakes decision like education, that trust can make all the difference.
Benefits of UGC in Campaigns
Incorporating user-generated content (UGC) into your marketing mix delivers tangible gains in both performance and perception. The first, and often most noticeable, benefit is higher engagement. According to industry data, social campaigns featuring UGC see up to 50% higher engagement, while ads with UGC achieve 4× higher click-through rates (CTR) than standard creative. The reason is simple: real photos and videos from students feel relatable. Prospects engage with them more readily than with polished brand assets. The August 2025 HEM webinar confirmed this pattern, showing that UGC consistently lifted social engagement by 50% and CTRs by a factor of four.
UGC also stretches your marketing budget. Instead of producing every asset in-house, you can tap into the creativity of your student community. UGC can reduce content production costs by shifting more creation to students and alumni, and in paid campaigns, CPC/CPL are often lower when UGC is used.
Beyond performance metrics, UGC builds credibility. It’s a living form of social proof, real students sharing their experiences in their own words. That authenticity creates trust and fosters community pride. When students and alumni contribute content, they become advocates, helping schools turn everyday stories into powerful recruitment tools that attract, engage, and convert.
Best Practices for Implementing UGC
Launching a user-generated content (UGC) initiative takes planning and structure. Here’s how to build a sustainable, effective framework that keeps authenticity at the heart of your strategy.
Make UGC a Core Content Pillar: Treat UGC as a foundational part of your marketing plan, not an add-on. Include it in your annual content calendar alongside official updates, blogs, and campaigns. Schools that do this well, like the University of Glasgow’s #TeamUofG campaign, consistently weave student voices into their newsletters, social feeds, and websites, making authenticity a constant thread, not a seasonal feature.
Align with Enrollment Cycles: Timing matters. Match UGC themes with where prospects are in the funnel. Early awareness? Share student life and orientation highlights. Decision season? Spotlight testimonials and day-in-the-life videos. Seasonal UGC enrollment marketing tactics, like winter study sessions or graduation snapshots, keep your school top of mind year-round.
Assign Ownership and Collaboration: Even though UGC is created externally, internal management is key. Assign a small cross-functional team, including marketing, admissions, and communications, to coordinate, moderate, and track results. Admissions can identify standout students to act as ambassadors, while marketing supports them with creative direction.
Guide Contributors Without Scripted Control: Students thrive with light structure. Provide a short framework—Hook → Introduction → Key Message → Call-to-Action. To help them share meaningful stories that align with your brand. Offer practical production tips: use natural light, steady shots, and clear audio. Authentic doesn’t mean low quality.
Protect Participants and Your Brand: Always secure written permission before reposting UGC, especially when featuring minors. Create clear content-use policies, moderate posts regularly, and track your branded hashtags with social listening tools. This ensures alignment with your school’s tone and values.
Prioritize Diversity and Inclusion: Feature a range of student perspectives, including international, mature, online, and graduate learners. Authentic storytelling thrives on variety. Prospects should be able to see themselves reflected in your content.
Examples of Real UGC Applications in School Marketing
To inspire your own strategy, let’s look at the many ways schools are using UGC and authentic storytelling to strengthen engagement and humanize their brands. Across the education sector, institutions are experimenting with creative formats that empower students, faculty, alumni, and even parents to share their real experiences.
Example: Syracuse University, Student Vlog on YouTube. A Syracuse student’s “Day in the Life” YouTube vlog offers an unscripted, immersive look into campus life: lectures, study sessions, and community activities. YouTube’s longer format allows for deeper storytelling and helps prospective students experience the campus virtually.
Student “Day in the Life” Takeovers One of the most effective UGC formats is the student takeover, where a student documents a typical day on campus through Instagram or TikTok. These videos often follow an unscripted, narrative flow, showing classes, dorm life, study sessions, and social activities from morning to night. Schools typically host these takeovers on official channels or promote student posts through hashtags. This format resonates because it offers an unfiltered look at campus life and helps prospective students picture themselves in that environment.
Example: Stanford University, UGC Nature Reel Stanford University curated a student-shot Instagram Reel featuring the aurora borealis over Pinnacles National Park. The video, captured entirely by a student, embodies the spirit of authentic storytelling, showing beauty, wonder, and student life through the lens of a real experience.
Behind-the-Scenes of Events UGC thrives on authenticity, and few things feel more genuine than spontaneous moments from student events. Encouraging students to share behind-the-scenes perspectives from orientations, club fairs, or sports games helps outsiders experience the energy and community spirit that define your school. These candid glimpses make institutional content more approachable and emotionally engaging.
Faculty or Staff Takeovers and Reflections Authentic content doesn’t have to come solely from students. Faculty and staff can also contribute by sharing casual reflections or quick videos about their daily work. A professor might record a short lab update, while an admissions officer could post a quick tour from a college fair. These snapshots add a human touch to your education marketing strategies by showing the passion, personality, and commitment that drive your institution.
Student-Run Q&As and AMAs Interactive Q&A sessions, where current students answer prospective students’ questions live on Instagram or through social threads, are among the most effective UGC formats. This setup offers unfiltered, peer-to-peer insights that prospects trust. When real students respond in their own voices, it builds transparency and community, turning your social platforms into spaces for genuine connection.
Social Media Contests and Hashtag Campaigns Encouraging students to create around shared prompts or themes is another great UGC driver. Campaigns like “Show your campus pride” or “Dorm room decor challenge” can generate dozens of authentic submissions in a short time. Just ensure clear rules and creator permissions (and parent consent for minors) so you can safely feature the best entries across your platforms. These initiatives not only supply fresh content but also boost engagement and school spirit.
Testimonials from Parents and Alumni UGC isn’t limited to current students. Parents and alumni can offer powerful, credible perspectives through short testimonial videos or written stories. Sharing how a parent watched their child grow or how an alumnus found career success can feel more authentic than any scripted message, and often connects strongly with audiences considering your programs.
Example: Louisiana State University, Alumni-Submitted Carousel LSU showcased an alumna’s entrepreneurial journey through a carousel post featuring her photos and story. The alumni-submitted visuals celebrate post-graduation success while reinforcing a sense of lifelong belonging, transforming alumni into ambassadors for the LSU brand.
Fun Trends and Challenges Participating in lighthearted social trends can also create strong UGC moments. Whether it’s a campus meme, a TikTok challenge, or a humorous group video, joining or amplifying these moments signals that your institution is lively, student-centered, and culturally aware. These pieces of content not only entertain but also reinforce your brand’s relatability and spirit.
Using Podcasts to Showcase Authenticity
Podcasts have become one of the most powerful tools for education marketers looking to connect with audiences through genuine, long-form storytelling. Unlike short-form social media content, podcasts allow room for nuance, emotion, and conversation, making them ideal for showcasing the real voices and experiences that define your school community. Whether you’re featuring students, faculty, or alumni, the format gives your audience something they crave: authenticity.
Set a Clear Purpose and Goals Before launching a podcast, clarify its purpose.
What role will it play in your marketing strategy?
Is it meant to support recruitment by spotlighting programs and student experiences?
To engage current students through campus discussions?
To deepen alumni connections with nostalgia and advice?
Each episode can have a distinct focus, but your overall series should align with strategic objectives. Identify your audience: prospective students, parents, current students, or alumni, and craft episodes that meet their needs. A school emphasizing innovation might produce a series around student research and campus projects, while one focused on student life could highlight real stories about growth, belonging, and discovery.
Plan Your Content Strategy Successful podcasts rely on structure and consistency. Choose a defined theme or niche rather than covering every topic under the sun. Themes like Student Voices: First-Year Journeys or Faculty Conversations: Research That Matters help listeners know what to expect. Pre-plan your first 8–10 episodes to maintain a steady release rhythm.
Aim for a predictable cadence (biweekly or monthly) so listeners know when to expect new episodes. Formats can vary: student interviews, faculty discussions, narrative storytelling, or on-site event recordings. Involving student co-hosts or interviewers adds natural authenticity and relatability, bridging the gap between your institution and prospective students.
Focus on Storytelling and Value Every episode should deliver something meaningful. Encourage guests to share honest stories, not scripted talking points. A student might recount a defining academic challenge; a professor might discuss what inspires their teaching; an alum could describe their career journey post-graduation.
Let conversations unfold naturally; even small moments of humor or vulnerability can make an episode memorable. Strive to balance emotional connection and practical value, offering listeners insight, inspiration, or tangible takeaways.
Feature Diverse Voices Authenticity thrives on diversity. Feature a wide range of speakers—students from different backgrounds, professors across disciplines, and staff who shape campus life behind the scenes. Mixing perspectives gives your audience a fuller, more human picture of your institution. Episodes could spotlight student-led initiatives, faculty research, or stories that reflect different aspects of campus life, from residence halls to community outreach.
Production and Promotion Good audio quality matters. Use a reliable microphone, record in a quiet space, and lightly edit to maintain clarity while preserving natural conversation flow. Publish episodes consistently and promote them across channels, email newsletters, your website, and social media. Short audiograms or quote graphics can extend your podcast’s reach while reinforcing its authentic tone.
Example: Higher Ed Storytelling University Podcast. The Higher Ed Storytelling University podcast features marketers, educators, and students discussing authenticity, narrative strategy, and digital storytelling. This example illustrates how schools and industry experts are using long-form audio to humanize their messaging and reach broader audiences.
Building a successful user-generated content (UGC) strategy doesn’t require starting from scratch. With the right tools and a few well-planned quick wins, your institution can begin collecting and showcasing authentic stories almost immediately. Below are practical tools and easy-to-implement tactics that can help you get started.
UGC Creation and Curation Tools
Canva: A go-to tool for both marketing teams and students. Canva makes it easy to design branded graphics, quote cards, and short visuals using preset templates. Students can create Instagram takeover intros, testimonial cards, or club event spotlights, all while staying on-brand thanks to shared school colors and fonts.
CapCut: A free, mobile-friendly video editing app perfect for short-form social content. Encourage students to use it to trim clips, add subtitles, and polish their footage before submission. Subtitles, in particular, improve accessibility and help engagement since many viewers watch videos without sound.
Later or Buffer: Social media scheduling platforms like these help teams plan and publish UGC consistently. For example, you can schedule weekly “Student Spotlight” features or testimonial series, keeping your feeds active with minimal daily effort.
TINT or Tagboard: These UGC management tools collect content tagged with your campaign hashtags across multiple platforms into one dashboard. They also help you request permissions, filter submissions, and display curated UGC feeds on your website (such as a live “#CampusLife” wall on your admissions page).
Quick Wins to Kickstart UGC
Identify 3 Student Storytellers: Start small. Find three enthusiastic students, perhaps a club leader, athlete, or international student, and invite them to share their stories through takeovers, vlogs, or blog posts. Their content will serve as authentic examples and inspire others to participate.
Launch a Branded Hashtag: Create a memorable, campaign-specific hashtag like #[YourSchool]Life or #Future[YourMascot] and start promoting it immediately. Add it to your bios, marketing emails, and on-campus signage. Repost tagged content regularly to reward engagement and grow participation.
Pilot an Authentic Video Post: Experiment with one short, genuine video on Instagram or TikTok. Try a student Q&A, a “what I wish I knew” segment, or a move-in day recap. Compare engagement metrics with your usual posts. You’ll often find authentic, lightly produced clips outperform polished ads.
Amplify Existing UGC: Look for what’s already out there. Students are likely tagging your school in posts or videos. Engage with those by resharing or commenting, signaling that you value authentic voices.
Offer Student Club Consultations: Provide quick content workshops or audits for student groups. Helping them improve their storytelling or branding indirectly elevates the quality of UGC being created across campus.
Measuring the Impact of UGC
Just like any other marketing initiative, your user-generated content (UGC) strategy needs to be measured to prove its value and refine future campaigns. The impact of UGC goes beyond clicks and likes. It touches trust, community sentiment, and enrollment. That’s why it’s important to measure both quantitative and qualitative outcomes. Here’s how to assess what’s working and why.
Track Engagement and Reach Start with the fundamentals: likes, comments, shares, saves, and views. Compare these against your institution’s regular branded posts. UGC often performs better, signaling a stronger connection and authenticity. Also track reach and impressions—are your hashtags expanding visibility? If your student takeover generates thousands of views and dozens of replies, that’s evidence of increased awareness and interest at the top of the funnel.
Monitor Cost Efficiency If UGC is part of paid campaigns, track cost per click (CPC) and cost per lead (CPL). Ads using student-generated content tend to have higher click-through rates and lower costs because they appear more genuine. Run A/B tests: one glossy ad versus one featuring a real student photo. If the authentic ad drives more engagement at a lower cost, you’ve got clear ROI data to share with stakeholders.
Measure Conversions and ROI Track what happens after engagement. Did a UGC-driven post increase form submissions or event sign-ups? Ask applicants how they heard about your school. If they mention your social media or specific student stories, that’s qualitative proof of impact. You can also calculate Return on Ad Spend (ROAS) by comparing tuition value or lead generation to ad spend, or use proxy metrics like cost-per-application to show improved performance. Learn more in HEM’s social media playbook.
Gather Feedback from Students and Staff Numbers don’t tell the whole story. Collect feedback from your community through surveys or informal polls. Ask whether students feel represented in your content or whether prospective students found your UGC helpful. Anecdotal comments, like “Your Instagram takeovers made me want to apply,” are qualitative gold and demonstrate the emotional impact of authenticity.
Track Sentiment and Community Growth Pay attention to the tone of comments and discussions. Are people tagging friends or expressing excitement? Positive sentiment indicates your content resonates. Also, monitor the growth of branded hashtags and organic posts. If more students are tagging your school or sharing their own stories without prompting, your UGC strategy is inspiring real advocacy.
Build a UGC Dashboard Bring it all together with a simple dashboard that tracks UGC performance quarterly, engagement rates, CPC/CPL trends, sentiment highlights, and standout examples. This helps visualize the tangible outcomes of authenticity-driven marketing and makes it easier to communicate results to leadership.
Example: University of Tennessee, Knoxville A University of Tennessee senior’s “Day in the Life” video exemplifies how authentic, student-produced content can outperform traditional marketing posts. The Reel’s organic engagement, thousands of views, and high interaction highlight the measurable impact of relatability on social media reach and engagement.
Authenticity in marketing is the foundation of meaningful connection. By weaving user-generated and authentic content into your strategy, your institution can foster trust, spark engagement, and inspire real relationships with students and families. Throughout this guide, we’ve explored how to define UGC, why it works, and how to implement it strategically through proven best practices and simple quick wins. The takeaway is clear: campaigns that feel real outperform those that feel rehearsed.
Of course, launching an authenticity-driven strategy takes more than good intentions. It demands planning, creativity, and a partner who understands how to balance storytelling with measurable results. That’s where Higher Education Marketing (HEM) comes in. Our team has helped colleges and universities around the world capture genuine student stories and transform them into powerful digital campaigns. Whether you’re planning a branded hashtag initiative, building a library of student video testimonials, or training student ambassadors and UGC programmes to create engaging social content, HEM can guide you every step of the way.
Authentic voices are your greatest marketing asset, and with HEM’s expertise, you can amplify them strategically. Reach out today for a free UGC strategy consultation and discover how genuine stories can drive real enrollment results. Let’s build trust, engagement, and community authentically.
Struggling with enrollment?
Our expert digital marketing services can help you attract and enroll more students!
Frequently Asked Questions
Question: What Is User-Generated Content (UGC) in Higher Education Marketing
Answer:User-Generated Content (UGC) is any material created by people outside your marketing team: students, alumni, faculty, or even parents. It includes everything from TikToks and Instagram stories to blog posts, reviews, and testimonial videos.
Question: What Is Authentic Storytelling in Higher Education Marketing?
Answer: Authenticity is the backbone of modern education marketing. Students trust people more than institutions, and they can spot inauthenticity instantly, especially Gen Z, who’ve grown up spotting inauthenticity from miles away.
Photo illustration by Justin Morrison/Inside Higher Ed | Remigiusz Gora/iStock/Getty Images
It was legit: She was a beneficiary of the Colorado Re-Engaged Initiative (CORE), which draws on reverse-transfer policies to allow the state’s four-year institutions to award degrees to stopped-out students who have fulfilled the requirements of an associate of general studies degree.
Created by state legislation in 2021, CORE seeks to reduce the share of the 700,000 plus students in the state who have completed some college credits but don’t hold a degree.
“It has always been problematic for me to think that people could have gone three years, three and a half years to college and the highest credential that they have is a high school diploma,” said Angie Paccione, executive director of Colorado’s Department of Higher Education.
For Varkevisser, getting recognized for her years’ worth of credit accumulation was simple; she just had to say yes to the email. “It came out of nowhere, but I have my college degree now,” Varkevisser said.
Colorado isn’t the only state aiming to reduce the millions of individuals who fall in the some college, no degree population in the U.S. And reverse transfer—awarding an associate degree to students who have met the credit threshold—is a relatively simple way to do it, thanks to new technologies and state initiatives to streamline policies.
But one barrier has tripped up colleges for over a decade: working with students to make them aware so they participate in these programs. In Colorado, for example, fewer than 5 percent of eligible students have opted in to CORE.
“I can’t imagine why” a student wouldn’t opt in, Paccione said. “You’ve already paid money; you don’t have to do anything, all you have to do is call [the institution] up and say, ‘Hey, I understand I might be eligible for an associate degree.’ It takes a phone call, essentially.”
Credits but No Credential
In the 2010s, reverse transfer was a popular student success intervention, allowing students who transferred from a two-year to a four-year institution to pass their credits back to their community college to earn a credential.
Experts say awarding an associate degree for credits acquired before a student hits the four-year degree threshold can support their overall success in and after college, because it provides a benchmark of progress. A 2018 report found that most community colleges students who transferred to another institution left their two-year college without a degree, putting them in limbo between programs with credits but no credential.
Now, reverse-transfer policies are being applied to students who have enrolled at a four-year college and left before earning a degree, who often abandon a significant number of credits.
The National Student Clearinghouse Research Center’s latest report on the some college, no credential (SCNC) population found that 7.2 percent of stopped-out students had achieved at least two years’ worth of full-time-equivalent enrollment over the past decade. In other words, 2.6 million individuals in the U.S. have completed two years’ worth of college credits but don’t hold a credential to prove it.
In addition to Colorado, Florida, Maryland, Michigan, Missouri, Oregon and Texas are introducing or modifying policies to award associate degrees to stopped-out students who have earned enough credits. The trend reflects a renewed focus on better serving stopped-out students instead of simply pushing them to re-enroll.
“What’s happening at the national level is that folks are recognizing that we’re still not seeing the completion that we want,” said Wendy Sedlak, the Lumina Foundation’s strategy director for research and evaluation. “It’s taking a long time to make headway, so nationally, people are looking back, and looking into what are those initiatives, what are those policies, what are those practices that have really helped us push ahead?”
Photo illustration by Justin Morrison/Inside Higher Ed | stphillips/iStock/Getty Images
Obstacles to Implementation
Reverse transfer, while simple on paper, faces a variety of hurdles at the state, institutional and individual levels.
At the highest level, most universities cannot award associate degrees due to state legislation. Before CORE, Colorado universities were limited to being “dual mission” (awarding two- and four-year degrees) or awarding higher degrees, such as master’s or doctorates.
There’s also a stigma around offering two-year degrees to students. Only eight universities are participating in CORE, because “some of the institutions don’t want to be associated with an associate degree,” Paccione said. “They pride themselves on the bachelor’s degree and they want to make sure students complete that.”
Critics of reverse transfer claim that awarding students an associate degree if they fail to complete a bachelor’s gives them an incentive to stop out, but most of these programs require students to have left higher education for at least two years to be eligible for reverse transfer.
Restrictions on student eligibility has further limited the number who can benefit from reverse-transfer programs.
To earn an associate degree retroactively through traditional reverse-transfer processes, students have to begin their college journey at a two-year institution and earn at least one-quarter of their credits there. They are also required to take a certain number (typically 60 or more) and type of credits to fulfill requirements for the degree, whether that’s an associate of arts, science or general studies. So a student who completed 59 credits of primarily electives or upper-level credits in their major would not be able to earn the degree, for example.
While 700,000 students in Colorado have earned some college credit but no degree, only about 30,000 residents have earned the minimum 70 credits at a four-year state university within the past 10 years that makes them eligible for CORE, according to the state.
Most colleges require students to opt in to reverse transfer due to FERPA laws, meaning that students need to advocate for receiving their award and facilitate transcript data exchanges between institutions. This can further disadvantage those who are unfamiliar with their college’s bureaucratic processes or the hidden curriculum of higher education.
In addition, getting up-to-date emails, addresses or phone numbers for students who were enrolled nearly a decade ago can be difficult for the institution.
For some students, the opportunity may seem too good to be true.
Peter Fritz, director of student transitions and degree completion initiatives at the Colorado Department of Higher Education, talked to CORE participants at their graduation ceremony in 2023 who—like Varkevisser’s partner—initially thought the program was a scam. Media attention and support from the governor have helped build trust in CORE. And the state’s Education Department continues to affirm messaging that this isn’t a giveaway or a money grab, but recognition of work already completed.
Thousands of Colorado residents are eligible for CORE, but Varkevisser said she hasn’t heard of anyone in her community who’s taken advantage of it. “Actually, I am the one that’s telling everyone I know, and they go, ‘That’s crazy!’”
Photo illustration by Justin Morrison/Inside Higher Ed
Giving Students Degrees
Between CORE’s launch in 2022 and January 2025, 1,032 stopped-out students earned associates degrees, according to Colorado’s education department.
At Metropolitan State University of Denver, one of the Colorado institutions that opted in to CORE, when administrators began combing through institutional data to see which students would be eligible for the associate of general studies degree, they found 4,256 that could earn an A.G.S.
Another few thousand were eligible for a different degree entirely. If students had completed 15 or more credits at the community college system, “you wouldn’t be eligible for us to award you anything,” said Shaun Schafer, associate vice president of curriculum academic effectiveness and policy development. “Guess what? It’s reverse transfer.”
MSU Denver identified nearly 2,000 students who could receive a two-year degree from their community college. “We sent that back to the different institutions saying, ‘Hey, this person is actually eligible to reverse transfer and get an associate’s from you,’” Schafer said. “We can’t really do anything for them.”
In 2024, 336 students accepted an A.G.S. from MSU Denver, just under 9 percent of those eligible. An additional 130 or so students had reached 120 credit hours or more, so the university offered to help them re-enroll to finish their degree, and 300 had resumed coursework at other institutions.
National data shows policies like reverse transfer are making a dent in the “some college no degree” population by eliminating the barrier of re-enrollment to attain a credential. In the past year, about one in four SCNC students who earned a credential in the U.S. (15,500 students in total) did so without re-enrolling, according to National Student Clearinghouse data.
In Colorado, a total of 2,100 SCNC students completed a credential during the 2023–24 academic year alone, and 800 of those did not need to re-enroll, NSC data shows.
Some states, including Colorado, Michigan, Missouri and Oregon, require institutions to contact upward transfer students to make them aware of their reverse-transfer eligibility. In Texas, students consent to participating in reverse transfer when they fill out their application; they have to uncheck the box to opt out, giving universities leeway to enroll them in the process when they become eligible.
“Students often don’t do optional,” Sedlak said. “When you create additional barriers, you’re not going to see things get done.”
Alyson McClaran/MSU Denver
The first Summer Ceremony for Associate’s Degrees on June 22, 2024, in the Tivoli Turnhalle.
Leveraging Tech
Some universities have implemented new reverse transfer policies that capture students while they’re still enrolled, utilizing technology to expedite the process.
The University of Nebraska system, which includes the Lincoln, Omaha and Kearney campuses, implemented an automatically triggered reverse-transfer initiative in 2023. All eligible students need to do is respond to an email.
“Rather than putting the responsibility on the students to do that work—most of whom are not going to do that work—the system thought it would be better to create a mechanism that would automatically notify students when the courses that they’ve taken have gotten to that threshold,” said Amy Goodburn, senior associate vice chancellor at UNL.
To be eligible, students must complete at least 15 credits at a community college and then transfer to the University of Nebraska. The registrar’s office monitors a dashboard and, after confirming a student completed the appropriate number and type of credits for an associate degree, notifies the student. If the student responds to the email, the university processes the reverse transfer with the prior institution to confirm the associate degree.
“We’re trying to take the need for students to be proactive off their backs,” Goodburn said.
The process is not a heavy lift, Goodburn said, and it boosts the community college’s completion rate, making it mutually beneficial.
Still, the uptake remains stubbornly low.
At UNL, February 2025 data showed that 2,500 students were eligible to participate in reverse transfer, but only 10 percent have opted in. A reverse-transfer initiative in Tennessee a decade ago saw similar numbers; 7,500 were eligible, but only 1,755 students chose to participate and 347 degrees were awarded.
“I’m curious about the other 90 percent, like, are they not doing it because they don’t want it on their transcript?” Goodburn said. “Or they’re just not reading their emails, which is often the case? Or is there some other reason?”
The University of Montana is in the early stages of building its own process for the reverse transfer of stopped-out students. The institution has offered an associate of arts degree for years as part of Missoula College, an embedded two-year institution within the university. Now, through the Big Sky Finish initiative, officials will be able to retroactively award degrees to former students.
Brian Reed, the University of Montana’s associate vice president for student success, has been leading the project, convening with stakeholders—including the president, the provost, Missoula College leaders and the registrar’s office—to develop the process. The goal, Reed said, is to address the some college, no degree population while also investing in state goals for economic development.
Big Sky Finish hinges on a partnership with the ed-tech provider EAB, which has created a dashboard connecting various institutional data sets to identify which students are eligible for reverse transfer. The system highlights former students who have 60 credits or more that fulfill a general studies associate degree, as well as stop-outs who are mere credits away from meeting the requirement.
So far, Montana staff have identified just 11 students who are eligible to earn an A.A. degree and 150 more who are a class or two short of the needed credits.
Photo illustration by Justin Morrison/Inside Higher Ed | silverlining56/E+/Getty Images
Putting Degrees to Work
While CORE and similar initiatives are helping students earn a degree of value after leaving higher education, it’s less clear what impact associate degrees are having on students. Is it advancing their careers or getting them re-engaged in college?
About 10 percent of Colorado’s stopped-out students have chosen to re-enroll in higher education to pursue their bachelor’s degree, Fritz said.
For Varkevisser, receiving an A.G.S. degree provided the impetus to re-enroll and work toward a bachelor’s degree. The associate degree also gave her access to a variety of resources for alumni, including discounted tuition rates and career services.
“We recognize that it may not be for everybody to do this as a bachelor’s completion model, but the advantage of having an associate over a high school diploma, I think, helps,” Paccione.
But after students have their degrees, the career benefits and long-term implications for A.G.S. graduates are still murky. Median earnings of full-time, year-round workers with an associate degree are 18 percent higher than those with only a high school diploma, but still 35 percent lower than bachelor’s degree completers, according to the National Center for Education Statistics.
In Colorado, the average high school graduate in their mid-20s will earn about $25,000 per year, whereas a graduate with an associate of general studies degree will earn closer to $34,000 per year, according to 2021 data.
“There was an assumption that maybe an A.G.S. wasn’t really worth much, but the data we had on hand locally said there’s not really much difference financially and employment-wise between the different types of associate degrees,” Fritz said.
“I still don’t really know what all [the A.G.S.] can do for me,” Varkevisser said. “I was never not going to go for it once I got the email and found out it was a real thing, but I don’t know what to do with it necessarily.” She’s considered other forms of employment that require an associate degree, such as a laboratory or X-ray technician, while she finishes her bachelor’s degree in mathematics.
In Montana, there’s a slight wage premium for individuals who hold an associate degree compared to those with only a high school diploma, Reed said. An associate degree also opens doors in some career fields, such as bookkeeping.
The University of Montana is hoping to partner with the city of Missoula to identify small businesses looking for credentialed talent so completers can have a career pathway to transition into .
“I don’t think people are going into six-figure jobs after this,” Reed said. “But it’s creating a step toward something else for these folks. They get another job a little higher up, a little higher up, that prepares them for the next thing.”
But an A.G.S. isn’t a great target for workers and it can’t guarantee further education, MSU Denver’s Schafer noted.
“I hate to say it, but it’s a little bit of, it’s a lovely parting gift,” Schafer said. “Here, you have something that you can now show to the world. But how do I [as an administrator] build you on to the next thing when you’ve already stopped out? Maybe that’s the best hope. Even then, maybe it doesn’t work quite as magically as we want it to.”
This audio is auto-generated. Please let us know if you have feedback.
Dive Brief:
Facilitron is rolling out what it says is the first U.S. governance standard for community use of public school facilities, the digital facilities rental platform said Sept. 10.
The California-based company will debut the framework in San Diego this November at Facilitron University, its annual conference for school district leaders and facility managers.
The standard aims to align school facility use with districts’ mission and strategy, reduce legal risk, improve consistency and transparency across district operations, and ensure equitable access for community members and groups, the company says.
Dive Insight:
Facilitron provides facility rental and management support for some of the largest school districts in the U.S., including Florida’s Broward County Public Schools, Nevada’s Clark County School District and California’s San Diego Unified School District.
That broad reach helped the company design a governance framework that goes beyond school boards’ existing model policies to encompass administrative regulations, site manuals, renter terms and audit tools, the company says. It draws on data from more than 15,000 schools, many of which have outdated, inconsistent and unenforceable facility-use policies, “exposing where current systems fail,” according to the company.
“Every district on our platform has a data trail that tells a story,” Facilitron Chief Marketing Officer Trent Allen said in an email. “Even when data is missing — because poor policy and enforcement means a lot of facility use never gets documented — you can still see the problems, like a black hole bending light in its direction.”
Allen said many of those problems have a financial dimension. For example, many districts offer automatic subsidies for registered nonprofits, regardless of the actual public benefit the organization provides — so a national nonprofit with high participation fees gets effectively the same treatment as a grassroots group with a much smaller budget, Allen said.
Districts’ facility-use policies — and the state statutes enabling them — leave money on the table in other ways, like sweetheart deals for school employees, rates that remain static for years, and ambiguous language that discourages districts from tapping their facilities’ full value.
As an example, Allen said, some Tennessee districts interpret a vaguely worded state statute prohibiting “private profit” in school facility use to mean that only nonprofit organizations can rent them, creating a situation where “essentially every use becomes a subsidized use.” That leaves out the possibility that private companies could use the facilities for charitable or other purposes.
Additionally, many school boards give school administrators or facilities managers free rein to adjust or waive fees, or approve informal use outside the plain text of board policy, he said.
The upshot of all this, Allen added, is that larger districts forgo millions in potential revenue annually from facility rentals while creating conditions ripe for favoritism and inequity.
Once one group gets access under favorable terms, every similar group is usually given the same,” he said. “Suddenly the district is on the hook for hundreds of thousands of dollars. It quickly runs into the millions and it is never budgeted for.”
Facilitron says its national governance standard pushes back on the status quo by laying out detailed model school board policies and administrative regulations; a “modular policy toolkit” and site-level operations manual; a national terms and conditions template; and a “facility use audit framework,” which the company describes as “a diagnostic tool that reveals cost, risk and underperformance.”
The national governance standard also includes frequently asked questions, case studies and other resources for school boards.
“We require annual reporting, including an estimate of total subsidization. We make cost recovery the governing philosophy [and] move away from ‘nonprofit’ as the trigger for discounts, because that’s the wrong proxy for public benefit. And we separate policy into layers — board-level rules, administrative regulations, and site-level guidance — so principals aren’t left to invent their own rules,” Allen said.
The Knowledge Exchange Framework (KEF) is excellent in all kinds of ways.
It eschews the competitiveness of league tables. It provides a multi-faceted look at everything that is going on in the world of knowledge exchange. And it is nuanced in comparing similar kinds of institutions.
KEF is not overly bureaucratic and it is helpful for universities in understanding where they might improve their knowledge exchange work.
The KEF is the friend that would help you move house even if it isn’t the first one you would call for a gossip. It is nice, it is helpful, it is realistic on what is and isn’t working. In the very kindest way possible it is straightforward.
The problem is that the nuance of the KEF doesn’t make for sensational coverage. There isn’t an up and down narrative, there aren’t really winners and losers, and of course there is no funding attached. It is a mirror to the world of knowledge exchange that simply shows what is going on.
And if you dig deep enough the stories are good. Queen Mary University of London is doing a superb job at IP and commercialisation as well as public and community engagement all the while generating £760m of GVA. Birmingham Newman University is playing a significant role in local growth and regeneration through partnerships, placements, collaborations and consultancy. While the University of Plymouth has one of the most complete radar diagrams with a distinct focus on its maritime work.
Every single event about how the sector promotes its value discusses the need for universities to have a better story about their places, economic impact, and the tangible impact they make on people’s lives. The KEF is a single source of hundreds of such stories, but somehow it is not cutting through.
Perhaps, one of the reasons is because the consequences of doing badly (whatever badly means in the context of KEF) is very little. It is not the public shaming tool of the TEF, it is not the funding mechanism of REF, and it doesn’t attract very much media attention. It could have been so different. As Jo Johnson, then Science Minister, said at the launch of KEF
Our ambition is that the new KEF will become an important public indicator of how good a job universities are doing at discharging their third mission, just as the REF rewards excellence in research and the TEF rewards excellence in teaching and student outcomes.
The KEF does not reward anything, but it could (yes – its constituent parts are linked to HEIF but that isn’t quite the same thing.)
My favourite gains
Another model of funding distribution is possible. One of the major concerns about the REF is that it is becoming too complex. REF measures inputs and outputs, it looks at impact but not in the same way as KEF, and there is also the ongoing debate about People, Culture, and Environment, as a measure of research excellence.
To make the REF more manageable and make the KEF more meaningful perhaps it is time to add funding consequences to KEF and just shift the pressure a little bit. Previously, I have made the argument that one way of doing this would be to rationalise all of the funding mechanisms that bump into KEF:
As a starting point it would be sensible to rationalise HEIF allocations and KEF measurements. Without getting into the weeds at this stage a joint data set would likely draw from an enhanced HE-BCI survey, Innovate UK income, research income, journal data, and non-credit bearing course data from the Office for Students. The most straightforward way would be either to dispense with HEIF entirely and allocate the whole pot to KEF with a strengthened self-assessment element, like in REF, or use KEF as the sole basis for HEIF allocations. This would avoid both double counting funds and reduce administrative burden.
Given the government agenda around universities and economic contribution now might be the time to consider going further.
One measure could be to allocate a proper funding formula to KEF. In keeping with the spirit of KEF each university would still be organised into a cluster, ensuring like for like is being compared, and funding would be allocated on a formula basis depending on their contribution to each of the seven areas. Each area would not have to receive the same level of funding. Instead, the government could vary it from time to time depending on national priorities or alternatively universities could (in advance) make a pitch for their own growth priorities ensuring they devote energy to and are rewarded for where their strengths lie. This would also help with greater specialisation.
Simultaneously, the government could add in a more dynamic competition element that is tied to funding. For example, given the state of the economy it might make sense to provide greater reward for the institutions contributing to local growth and innovation. This then becomes a whole new kind of funding route with funding to support the things universities are good at and a gentle nudge toward the things government wish them to do.
Something changed
The trade-offs, and the arguments, would of course be significant. In a world of fiscal constraint one of the trade-offs would be reducing funding allocated through REF or through grants in order to fund KEF.
Reducing funding through REF may help to reduce some pressure on it but it isn’t clear that reducing the pot for exploratory research would be a net economic good in the long-term. Reducing grant funding would mean simply trading off one lever to direct research activity for another.
Simultaneously, adding in funding allocations to KEF would undoubtedly make it into a more high-pressure exercise which would then attract costs as universities looked to maximise their returns. The exercise would need to be carefully managed to, as far as possible, rely on public data and limited returns.
Nonetheless, it seems to be a wasted opportunity to have an exercise which is primed for measuring engagements between universities and wider society and economy, at precisely the time there seems to be a consensus this is a good idea, but with few levers to enhance this work. The benefit of looking at a funding allocation toward KEF could be a greater spread of providers rewarded for their work, greater focus on growth and social contribution, and greater attention on the work universities do alongside research and teaching.
The road to a new kind of KEF is long. However, if the debate about REF has taught us anything, it’s that trying to change a single exercise is exceptionally hard. If the current arrangements feel tired, and reform feels piecemeal, perhaps now is the time to look at the whole ecosystem and look at a system which prizes universities third mission as much as their other work.
Tribal colleges and universities are known to play an outsize role in educating and employing members of their local tribal communities. But they also offer major returns to taxpayers and the economy at large, according to a new economic impact study by the American Indian Higher Education Consortium and Lightcast.
The study, released on Tuesday, drew on data from the U.S. Bureau of Labor Statistics, the U.S. Census Bureau and institutional reports from the 2022–23 academic year at all 34 tribal colleges and universities across the country.
It found that associate degree graduates from tribal colleges earned, on average, $9,400 more per year than those with just a high school diploma. Students earned $7.50 in future returns for every dollar invested in their tribal college education, an annual return of 27.2 percent.
Meanwhile, alumni of tribal institutions contributed $3.8 billion to the U.S. economy through the higher wages they earned, the increased output of the businesses that employed them and the money students and their employers spent. Tribal college alumni also supported 40,732 jobs nationwide, particularly in industries such as health care and social assistance, retail, and professional and technical services.
For every federal dollar invested in tribal colleges, the institutions return $1.60 in tax revenue through the increased tax payments of their alumni and alumni’s employers. According to the study, the colleges generate a total of $785.6 million in additional tax revenue and save taxpayers $96.8 million because of higher education’s benefits to alumni, including improved health, fewer interactions with the justice system and less reliance on income-assistance programs.
“Tribal Colleges and Universities are powerful engines for opportunity, growth, and stability, not just for Native people, but for everyone,” Ahniwake Rose, president of AIHEC, said in a statement to Inside Higher Ed. “The evidence is clear: Supporting Tribal higher education is not only the right thing to do, it is one of the smartest investments this country can make.”
Time spent with animals can boost feelings of well-being for students at all levels.
Laura Fay/iStock/Getty Images Plus
Therapy dogs are often touted as a way to give students a reprieve from busy academic schedules or remind them of their own pets at home, but a recent study from Chatham University found that engagement with therapy dogs can instill a sense of social connection for students at all levels.
An occupational therapy student at Chatham who researched how weekly therapy dog interactions could impact graduate students in health science programs found that the encounters produced benefits for students’ social and emotional health.
Regardless of their program of study, graduate students also tend to be removed from general campus services and activities due to physical campus layouts, residing and working off campus, or a misalignment of schedules between resources and their responsibilities. Therefore, identifying services specifically for graduate students can improve their access and uptake.
How it works: Twenty-five students were recruited to participate in the study, meeting weekly to engage in activities with a group of therapy dogs, including petting, playing with, brushing, holding and walking the animals. Students could interact with the dogs for up to two hours over the course of the seven weeks. Before and after each puppy playdate, participants completed pre- and post-test surveys to gauge their feelings and the effects of the animal intervention.
Survey results showed students were less likely to report feeling stressed and more likely to say they felt happy after engaging with the dogs.
“I’ve really enjoyed this experience,” one participant wrote. “I feel like this has positively impacted my mood and well-being overall. I always leave feeling more relaxed and happier.”
In open-ended questions, students said the dogs made them feel happy, loved, calm, relaxed, motivated and connected. Many said they also appreciated the opportunity to engage with their peers, noting that the regular cadence allowed them to socialize and meet new people, including the therapy dogs’ owners. Students indicated they wanted the visits to continue in some way if possible.
The average student spent around 30 minutes with the therapy dogs during the trial, and, if they had the opportunity, a majority said they would participate in therapy animal groups on campus three to four times per month.
Other Comforting Canines
Chatham University students aren’t the only graduate students learning to destress from dogs. Here are some other examples of animal-assisted interventions across the country:
At Virginia Tech, graduate students at the Innovation Campus receive love and cuddles from Allen, a therapy dog who is co-handled by Barbara Hoopes, the graduate school’s associate dean for the region.
The University of Cincinnati featured therapy dogs at their Graduate Student Appreciation Week in April, honoring the hard work students do and helping them break their usual routines.
