Ready To Learn: A Social Marketing Approach for a

National Education CampaignJulia Galdo, Managing Director, CommunicationLori Agin, Principal Communications Specialist

American Institutes for ResearchMaria Salinas, Director of Ready To Learn Community Engagement

Corporation for Public BroadcastingJune 19, 2009

What we hope to leave you with today…

Demonstrate how social marketing has been successfully used for a national US Department of Education literacy initiative

Understand how audience and market research play a critical role in moving a client from knowledge-based campaigns to campaigns based on behavior change.

Demonstrate how social marketing can utilize strong, pre-existing brands, like Sesame Street.

Five year grant from the Department of Education to use public media to improve the reading skills of children, ages 2-8, who are living in poverty.

Ready To Learn

• Content On air, Online, On the ground

• Community Engagement Reaching the families where they live, work, and play Modeling desired behaviors with parents/caregivers Leveraging partnerships

• Building Capacity PBS stations Professional development for educators and caregivers

• Research and Evaluation Foundational Social Marketing Impact

Four Key Strategies

A 360-Degree Approach

The-Circuit Tour

Live community events

Informal curricular structure for facilitators with accompanying activities for children

Community Engagement

Magazines, comics

Print

Interactive games and tools to make your own raps, rhymes, comic strips, etc. Platforms for sharing. Facilitator Support

Portable Media & Console Games

Interactive games and tools to make your own raps, rhymes, comic strips, etc. Platforms for sharing. Facilitator Support

Broadband

39 half-hour episodes, Interstitials and PSA’s

MTV meets Schoolhouse Rock with “Learn to Rap shorts & sketch comedy

Television

• 500,000 visits (Jan 2009)

• 82% Repeat Visitors

• 124,000 Accounts (& Counting)

Online

On-Air

On-the-Ground

Ready To Learn Outreach Grant Goals

Connect PBS KIDS Raising Readers products, content and activities with the intended audience:– Parents– Caregivers

of 2 to 8 year-olds from low-income families

AIR’s Support Role in the RTL Outreach Grant

Apply the principles of social marketing to reach RTL families

Conduct and analyze audience, market, message and materials research

Plan and implement RTL marketing and community engagement activities in 20 RTL markets

Traditional Learning-to-Read Awareness Campaigns

• Previous RTL Grant Approach: View-Read-Do

• Message audit revealed “inspirational” and “how-to” messaging

• Inspirational: Communicate the importance of early reading skills to academic achievement

• How-to: Provide practical tips for reading with children

– Read aloud to kids everyday.

– Read from a variety of children’s books

RTL Social Marketing Approach• Audience Focus

Wants and needs

• Market Campaign Products and Services

Activity guides, DVDs, tip sheets

Camps, trainingCommunity engagement activities, events

• Behavior Change

Make literacy a part of everyday life

Use PBS KIDS Raising Readers resources

Examine Progress & Assess Results

Formative Research Message DevelopmentChannel Selectionand Distribution

AudienceSurveys

Model Development

Reaching RTL Families and Caregivers

Share SuccessModels

Formative Research

• Environmental scan• Interviews: national organizations• Interviews: community organizations• RTL Families Analysis based on PRIZM segmentation• Focus groups with RTL families• In-home interviews and observations of RTL families• Interviews with PBS station grantees

Formative Research

• Identify and understand:– RTL families and

caregivers– Marketplace of literacy

initiatives and services to RTL families

– Current brand and position of RTL

– Distribution and communication infrastructure

– Potential partnerships & resources

Environmental Scan

• Conducted during spring 2006• First step toward understanding the market place in

which RTL exists, including organizations focused on literacy and/or serving children entitled to Title I benefits

• Environmental scan included a:– Media audit– Scholarly and trade publication literature reviews– Message audit

Target Audience: Eight PRIZMNE Segments

• Used PRIZM-NE segmentation software to learn more about the target audience in RTL markets.

• Defining RTL Families for Outreach:– Under the Federal Poverty Guidelines– Has at least one child under 6

PRIZM Analysis

• Geographically-based• Zip codes• Segments, built on zip +4• Demographic information (education, income,

race, ethnicity, size of household, and more)• Lifestyle and psychographic information (typical

activities, where shop, product usage, use of media and more)

Target Audience: Eight PRIZM-NE Segments

• Eight PRIZM-NE segments where identified as having a high concentration of RTL families

– RTL New Beginnings– Multi-Culti Mosaic– Family Thrifts– Bedrock America– Big City Blues– Low Rise Living– Shotguns and Pick

Ups– Kid Country

Big City Blues With a population that's 50 percent Latino, Big City Blues has the highest concentration of Hispanic Americans in the nation. But it's also the multi-ethnic address for downscale Asian and African-American households occupying older inner-city apartments. Concentrated in a handful of major metropolitan areas, these young singles and single-parent families face enormous challenges: low incomes, uncertain jobs and modest educations. More than 40 percent haven't finished high school.

Low-Rise LivingThe most economically challenged urban segment, Low-Rise Living is known as a transient world for young, ethnically diverse singles and single parents. Home values are low--About half the national average--and even then less than a quarter of residents can afford to own real estate. Typically, the commercial base of Mom-and-Pop stores is struggling and in need of a renaissance.

Big City Blues (San Antonio)

• Ethnic Diversity: With a population that’s 50 percent Latino, Big City Blues has the highest concentration of Hispanic Americans in the nation

• Age: <45• Education: More than 40 percent

haven’t finished high school• Urbanicity: urban• Median HH Income: $29,998• Young singles and single-parent

families face enormous challenges: low incomes, uncertain jobs and modest educations.

National City, CA 91950 Base Target: RTL families

Zip code

Town/CityAll residents

in 91950

Number of RTL HH’s in zip code (each dot represents 10 RTL HH’s)

% Penetration

91950 National City, CA 14,757 7,196 48.8

Total 14,757 7,196 48.8

91902

91910

91913

91915

91950

91977

92101

92113

92114

92118

92136 9213992155

Marcy Ave

Fig Ct

Donnington Way

Arg

a P

l

Karra Ct

PRIZM Geo Maps Created for Each RTL Zip Code Community

Buying and Reading BooksAdults per 100 HH

23.3125.22

69.59

38.75

5.762.05

33.97

43.66

111.67

77

16.68

4.1

0

20

40

60

80

100

120

Buy Children's Book,1yr (A)

Heavy Book Buyer,1yr (A)

Buy Any Books,1yr (A)

Read a Book,1yr (A)

Buy Book Online,1yr (A)

Buy Books on Tape,1yr (A)

RTL Families

Middle Class Families

Shopped in Last 3 Months(Number of adults per 100 HH’s)

53

77

61

8194 89

98104

66

41

7060 59

148

53

138 143

167

5162

76

5463

31

51 5059 64

0

20

40

60

80

100

120

140

160

180

NB FT BA KCU BCB LRL MC

Target

Wal-Mart

Kmart

Walgreens

91950 Zip CodeWal-Mart Locations

18 stores near 91950 :

1. National City, CA 919502. Chula Vista (W), CA 919103. Chula Vista (S), CA 919114. San Diego, CA 921155. San Diego, CA 921546. Chula Vista (E), CA 919157. La Mesa, CA 919428. San Diego, CA 921239. El Cajon (C), CA 9202010. San Diego, CA 9211111. Santee, CA 9207112. El Cajon, CA 9202113. Poway, CA 9206414. San Marcos, CA 9206915. Vista, CA 9208316. Oceanside, CA 9205617. Oceanside, CA 9205418. Oceanside, CA 92057

Focus Groups• Fall 2006• 8 focus groups in Baltimore, MD; Jackson, MS; Greenville, MS; San

Antonio, TX• Total 64 participants• Recruited through Community Geo Mapping, Target Random Digit

Dialing within designated ZIP Codes, local community sites• Eligibility criteria:

– Communicate in English or Spanish– Income status– Age– Primary caregiver of one or more children between ages 2 and 8

In Home Observations

• AIR conducted 13 in-home interviews in Baltimore, MD, Jackson, MS, Greenville, MS; and San Antonio, TX This qualitative research was used primarily to explore issues,

perceptions and attitudes.

• Research provided more information about: the daily lives and challenges of RTL families the role of consumer electronics children’s lives children’s favorite TV programming and characters participants involvement in either reading to or doing other

educational activities with their children

Peggy’s Story I have three kids. I love them to death. I wish I had more time to spend with them. When I get home, I just have time to make sure they do their homework and have some dinner. Then it is bath-time. They watch some TV and it is bed-time. We sometimes watch TV together but mostly the kids watch their own TV programs. I try to make sure that the stuff they watch on TV is not violent. My kids love Dora and Diego. The kids also play video games, plug and plays and on-line games.

Peggy’s StoryI know that the education is important and I try to do as much as I can to make sure they do their homework, but our schools are no good. My kids are at a Head Start program during the day and Boys and Girls club in the afternoon. There are a few programs in this area that help people like me.

Understand the Target Audience

Key Findings:

• Most low income parents are focused on such basic family needs as food and shelter, reliable transportation, health care, child care and safety.

• Parents do not see teaching as their responsibility.

• Parents want better opportunities for their children to succeed in life (beyond school); free time to relax; fun and entertainment; and to be good parents.

• They have little time for being involved in their children’s activities or for spending quality time with them. However, they are willing to try activities with their kids if they could easily fit it into their schedules.

Understand the Target Audience

Key Findings:

• Parents did not know that simple behaviors (rhyming and letter recognition games) can help their children get ready to read.

Many parents do not read to their kids every day, because they do not have time, do not read well or cannot read English.

Parental interaction primarily: Completing homework Watching adults/teen TV Eating at fast food restaurants Shopping (often at) big box and “dollar type” stores

TRANSLATING THE RESEARCH INTO MESSAGES AND OUTREACH

STRATEGY

RTL Key Messages• “Any time is learning time.” Do simple, fun and

easy things with your kids anywhere (while in the car and grocery stores)

• Direct your children to watch PBS shows that are not only fun and can help them get ready to read.

• Go to ReadyToLearnReading.org

Perceived Benefits to Parents

Children can be entertained and educated at the same time with little effort on behalf of the parents.

Choosing RTL content for their children can make parents feel like better parents.

By accessing RTL content parents give their children a leg up in life – helping them build a foundation for success and reach their potential.

Creative Materials

Campaign Implementation Strategy and Approach

• Think “Wholesale” not “Retail”

• Strategic partnerships with a purpose– Build on existing distribution channels– Find a sales force

• Intergrated communication programs

Customized Surround Sound Marketing Elements

• Mass advertising

• Street marketing

• Direct mail

• Community engagement

• Public relations

2008 JAN FEB MAR APR MAY JUN JUL AUG SEP OCT

Message Intro Advertising            

On-Air Support +

Inspire              Community Engagemen

tTarget

Capture

   Street Marketing and Community Activities

   

Remind + Conclude               Non-Traditional

Advertising

Local Market Strategy Timeframe

Examine Progress & Assess Results

Formative Research Message DevelopmentChannel Selectionand Distribution

AudienceSurveys

Model Development

Reaching RTL Families and Caregivers

Share SuccessModels

Thank You!

American Institutes for Research

Julia Galdo

jgaldo@air.org

Lori Agin

lagin@air.org

Corporation for Public

Broadcasting

Maria Salinas

msalinas@cpb.org