ReadWrite Digital is an education technology startup that offers software to K–12 schools in the United States to provide education analytics and personalized education planning. Founded in 2012 by Rob Simms, the current President and CTO, ReadWrite Digital built, developed, and launched two unique products, Integrator and Analytics, providing an end-to-end solution for data collection from disparate systems creating rich analytics for student performance in one place. 

With rapid technological transformations to the labor market along with COVID-19 related economic disruptions, many working adults return to college to obtain additional training or credentials. Using a comparative individual fixed effects strategy and an administrative panel dataset of enrollment and employment in Virginia, we provide the first causal estimates of credential “stacking” among working adults. 

Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. 

Tens of millions of Americans have lost their jobs in the wake of the COVID-19 health and economic crisis, and a sizable share of these job losses may be permanent. Unemployment rates are particularly high among adults without a college degree. Recent state policy efforts h

The Post-9/11 GI Bill allows service members to transfer generous education benefits to a dependent. We run a large scale experiment that encourages service members to consider the transfer option among a population that includes individuals for whom the transfer benefits are clear and individuals for whom the net-benefits are significantly more ambiguous. We find no impact of a one-time email about benefits transfer among service members for whom we predict considerable ambiguity in the action, but sizeable impacts among service members for whom education benefits transfer is far less ambiguous.

In recognition of the complexity of the college and financial aid application process, and in response to insufficient access to family or school-based counseling among economically-disadvantaged populations, investments at the local, state, and federal level have expanded students’ access to college and financial aid advising. Experimental and quasi-experimental studies of these programs demonstrate that they can generate substantial improvements in the rate at which low-income students enroll and persist in college.

Student loan borrowing for higher education has emerged as a top policy concern. Policy makers at the institutional, state, and federal levels have pursued a variety of strategies to inform students
about loan origination processes and how much a student has cumulatively borrowed, and to provide students with greater access to loan counseling.

Growing experimental evidence demonstrates that low-touch informational, nudge, and virtual advising interventions are ineffective at improving postsecondary educational outcomes for economically-disadvantaged students at scale. Intensive in-person college advising programs are a considerably higher-touch and more resource intensive strategy; some programs provide students with dozen of hours of individualized assistance starting in high school and continuing through college, and can cost thousands of dollars per student served.

The impact of “credential stacking” among community college students had long been of interest to Batten’s Ben Castleman and his colleague Katharine Meyer, but they became even more curious about it during the pandemic.

At Batten, student organizations new and old are deepening the School’s connection to Charlottesville—and to the wider policy world.