As states continue to explore direct admissions as a strategy to expand postsecondary access and reduce friction in the college application process, effective outreach has emerged as a critical determinant of program success. To better understand how
direct admissions programs are communicated to students, families, and educators, the National College Attainment Network (NCAN) conducted interviews with state agency and nonprofit leaders in Alabama, Idaho, and North Carolina, all of which have
successful direct admissions programs.
These conversations focused on outreach strategies, partnerships, student support, and lessons learned. We have synthesized our findings below; they highlight both shared themes and state-specific approaches to implementing and scaling direct admissions
initiatives. NCAN hopes that our members, thought leaders, and policymakers will bear this information in mind when improving or implementing a direct admissions program in their states.
A special thanks to NCAN’s Alessandra Cipriani-Detres, Senior Associate, Strategic Initiatives, for her logistical and project organization support for this piece and to our partners from each state for taking the time to discuss their best practices
with us:
What are state agencies doing to market the program?
Idaho: Idaho’s outreach is anchored in mailed communications, particularly direct admissions letters sent to students in mid-to-late September, followed by reminder postcards later in the fall. These postcards inform students about
their direct admissions status and encourage them to complete their Idaho common application, Apply Idaho. The state works with third-party vendors to develop letter communications that resemble traditional institutional admissions materials rather than government correspondence. Idaho also provides extensive educator-facing resources, including email templates,
slide decks with an associated lesson plan, and posters hosted on its state web site, to ensure consistent messaging across schools. Training for educators occurs in August and September to prepare
them to serve as primary messengers for the program.
Alabama: In Alabama, outreach is led by Alabama Possible, a statewide education nonprofit organization, in coordination with state agencies. The program is promoted through newsletters, counselor outreach, and letters distributed through the state’s FAFSA, or Free Application for Federal Student Aid, portal. A high-profile launch that included the governor generated significant attention and momentum. Outreach
to school counselors played a central role, with counselors receiving materials and guidance to support student participation during the school day. All outreach materials and support are provided in collaboration with MATCH, powered by EAB, an education company.
What marketing strategies are working best (emails, radio/internet ads, state web site notices)?
Idaho: Mailed letters have proven to be the most effective strategy in Idaho, particularly when paired with QR codes directing students to the Next Steps Idaho web site. Organic social media is used to supplement outreach, though it is not boosted through paid advertising. The state found that shifting away from letters signed by elected officials toward more student-friendly, institution-style communications increased engagement.
Alabama: In-school visibility has been especially effective in Alabama. When students received direct admissions offers during the school day, peer excitement drove additional participation. Consistent materials developed with the
MATCH team ensured clarity and reduced the burden on counselors, who often lack time to create outreach materials independently.
North Carolina: North Carolina combines mailed communications with webinars, regional trainings, social media campaigns, and statewide awareness initiatives such as “Countdown to College Month.” An awareness video developed for students and families is used across multiple settings, including financial aid summits and counselor trainings, and is shared on social media.
Are schools helping to advertise the program?
Idaho: Yes. Educators are considered the primary spokespeople for the program and are provided with ready-to-use materials to share with students in the form of flyers and mailers;
templates and a lesson plan are available for educators. The state emphasized the importance of ensuring that educators clearly understand the program to communicate it effectively.
Alabama: Schools play a central role, particularly through counselors who support students in completing profiles through MATCH, a direct admissions platform, and understanding next steps. Counselors are equipped with dashboards
and tools that allow them to monitor student progress and proactively encourage participation.
North Carolina: School counselors and college access professionals are deeply integrated into outreach efforts. Regional trainings, assemblies, parent nights, and one-on-one advising sessions help reinforce messaging and ensure students
receive consistent information about direct admissions opportunities.
What other partnerships have contributed to successfully getting the word out about direct admissions?
Idaho: Idaho works primarily through school counselors and educators, with additional support from federal programs such as TRIO and GEAR UP. The state has limited philanthropic infrastructure, making school-based partnerships especially
important.
Alabama: Alabama Possible partners with a mix of higher education institutions, community-based organizations, and school districts. The initiative engages both four-year institutions and the community college system, while also
collaborating with local organizations such as Birmingham Promise and district-level counseling leaders. This is all possible due to Alabama Possible’s strong partnership with MATCH.
North Carolina: North Carolina’s program is notable for its breadth, involving public universities, community colleges, independent institutions, state agencies, K–12 systems, and college access organizations. This cross-sector collaboration
allows data sharing and coordinated outreach at scale.
Is there a hotline or chat service in place for students to answer their questions and/or provide support?
Idaho: Students have access to a dedicated email inbox monitored by state staff, while counselors and educators can directly contact program leaders by phone for support.
Alabama: A centralized helpdesk allows students to call or email with questions, and follow-up emails provide clear guidance on the next steps after completing the application process. The MATCH team also provides support in answering
questions that may arise.
North Carolina: North Carolina leverages existing support infrastructure through the College for North Carolina platform, which includes both a hotline and web chat feature for student assistance.
What other outreach activities have been done or will be implemented in the future?
Idaho: Earlier outreach included gubernatorial proclamations and in-person events, but recent efforts focus more on administrator webinars and targeted resources for specific student populations, including students in correctional
facilities, students with disabilities, English learners, and early graduates.
Alabama: Future outreach in collaboration with the MATCH team will focus on re-engaging institutions that did not initially participate and build upon momentum created by visible student excitement in schools. The program is also
preparing for increased participation among younger cohorts who have observed the process firsthand.
North Carolina: The state continues to expand counselor training and technical coordination with institutions to ensure application data flows smoothly into campus systems. Parent information sessions and institutional outreach at
college fairs further extend program visibility.
Any other to-dos or not-to-dos that you can think of in terms of outreach for a direct admissions program?
Idaho: Interviewees emphasized the importance of using student-friendly language and avoiding policy-heavy terminology that does not resonate with students. They also highlighted the need to include student voices and practitioner
feedback when designing outreach materials. Idaho adapted these materials to use the terms “pre-admissions” and pre-admitted” to ensure students understand that there is an application step that must be done to complete their direct admissions offer.
Alabama: A key lesson was not to rely solely on system-level communication with higher education institutions. Direct, one-on-one engagement with individual campuses was essential to maintaining momentum and preventing breakdowns
in implementation. Trust and perceived neutrality were also identified as critical to institutional buy-in. It is also important to partner with an organization that has the capability and capacity to support the implementation of a direct admissions
program.
North Carolina: North Carolina cautioned against attempting to implement direct admissions in isolation. Coordinating admissions and financial aid messaging, investing in technical infrastructure, and maintaining cross-sector collaboration
were all identified as essential to sustaining growth and avoiding student confusion.
Across Alabama, Idaho, and North Carolina, effective direct admissions outreach depends on clarity, coordination, and trust. While each state’s approach reflects its unique governance structures and partnerships, common themes emerge: mailed communications remain powerful, educators are indispensable messengers, and centralized support systems help reduce confusion for students and families. Perhaps most importantly, these states underscore that direct admission is not solely a policy change, but a communication endeavor that requires intentional design, ongoing collaboration, and responsiveness to student experience.
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