1

Table of Contents

Executive Summary 2

Background 3

Situation Analysis 10

Opportunity 10

Goal 11

Objectives 11

Key Publics 12

Brand Positioning and Framing 16

Messages 17

Strategies and Tactics 20

Calendar and Budget 26

Evaluation 26

Conclusion 28

References 29

Appendices 31

Appendix A: SWOT 31

Appendix B: Interviews/Surveys 32

Appendix C: Creatives 35

2

Executive Summary

Established in 2000 as part of Project GRAD USA, the nation’s largest college

access program for students in low-income communities, Project GRAD Atlanta’s (PGA)

mission is to “collaborate with the Atlanta Public Schools in order to increase the

number of students graduating from high school and college.” As of 2013, Project GRAD

Atlanta has successfully helped more than 2,250 students graduate from high school

and provided them financial aid

assistance with its Brumley-

GRAD Scholarship which to date,

has awarded more than $2

million in scholarship funds.

The following pages detail

a strategic communications plan

for Project GRAD Atlanta to

fulfill its mission and position

itself to grow. Ultimately, the

goal is to validate itself as the most influential organization in the metropolitan Atlanta

area for low-income students looking to further their education past high school.

To achieve that, this plan has five specific objectives that cover the time period

from August 2014 and the end of fall 2015. Over the course of the year, the plan presents

recommendations that will help PGA increase awareness amongst parents/guardians,

build a stronger network of engaged alumni and scholarship recipients, expand its

3

digital media presence, introduce its services and receive buy-in from school system

officials, and leverage its successes to bring in corporate dollars. It is estimated that this

plan can be achieved with a budget of $2,600.

Background

External Environment

Applying for college and attending the school of your dreams is a rite of passage

for teens in this country and unfortunately it is something that many of them living in

urban communities will never experience or even consider, for that matter. In a study

published by the Sociology of Educationi, findings suggest that “qualifications and

college aspirations will not necessarily translate into four-year college enrollment if

urban high schools do not develop organizational norms and structures that guide

students effectively through the college application process.” The students who attend

high schools where there is a culture of four-year college-going students in an

environment where teachers have high expectations and strongly support applying to

financial aid are the ones “more likely to plan to attend, apply to, be accepted into, and

enroll in a four-year college that matches their qualifications.” Other reports have also

concluded “students in poor and minority neighborhoods are less well prepared

academically; ill prepared to select colleges, apply for admission, and secure acceptance;

4

and poorly informed about the cost of attending college and the availability of needs-

based financial aid.”ii

Now across the United States, approximately 25 percent of high school students

drop out before graduation, a majority being those urban students.iii In the state of

Georgia, graduation rates might be on the rise in comparison with a report in December

2013 indicating Georgia’s four-year high school graduation rate rose by nearly 2

percentage points from the previous year to 71.5 percent. In the state capital, Atlanta,

specifically in the Atlanta Public Schools (APS) system, where the majority of the

students come from low-income families, the average graduation rate is only alarming

56.4 percent for those students compared to rest of the state,iv leaving questions about

the quality of teaching and guidance counseling these particular students receive.

If statistics like the ones mentioned were not enough to cause an alarm, following

the Atlanta Journal Constitution’s report in 2009 regarding a suspicious increase in

standardized test scores across the city, a full investigation revealed that 35 educators

from the then-superintendent, Dr. Beverly Hall, principals, teachers and test

coordinators, were involved in a cheating ring that changed hundreds of students’

5

answers on tests. The scandal has been a

big news story in Atlanta ever since and

educators including former

superintendent Dr. Beverly Hall are

awaiting sentencing after already being

indicted, thus sending the school system

into a frenzy and again raising questions

about the quality of education the

students receive. Then to add to the

trouble, the school system also decided in

2012 to rezone most of its districts,

causing hundreds of students, again, mostly in low-income communities, to be

transferred to other schools, shaking up school demographics and pushing the resource

capacity limits of a majority of the schools.v

Client

Project GRAD Atlanta’s mission is to “collaborate with the Atlanta Public Schools

in order to increase the number of students graduating from high school and college”

and was established in 2000 as part of Project GRAD USA, “the nation’s largest college

access program for students in low-income areas, opening the doors to college with

academic, community and financial assistance.” The acronym GRAD stands for

“graduation really achieves dreams,” and to ensure that happens, the PGA model

consists of five components: math, reading, discipline, family support, and scholarships

and in Atlanta, the organization serves six middle schools and sixteen high schools in

6

Metro Atlanta year-round. It allows

any high school student, regardless

of their GPA, to participate in the

program as long as the parent or

guardian signs an annual

agreement.

As of last year, Project

GRAD Atlanta has successfully

helped more than 2,250 students graduate from high school and receive financial aid

with its Brumley-GRAD Scholarship. To date, more than $2 million in scholarships have

been awarded, and as of spring 2013, more than 244 of those Brumley-GRAD Scholars

have graduated from two-year and four-year colleges across the nation within six years

of entering college.

The organization is now led by Interim Executive Director, Dr. Nanette Reynolds,

who is supported by an operations staff and a field staff specializing in college readiness

and college access. Currently, the team does not have a communications professional so

it relies on its experienced board members who serve on the marketing committee for

communications consulting. In the past, the biggest supporter and brand ambassador in

the community was Dr. Beverly Hall, so PGA did not feel like there was a need to invest

dollars into earned communications efforts.

Service

Project GRAD Atlanta provides “critical academic, behavioral, social services, and

college access interventions for traditionally-underserved populations of students from

7

economically-disadvantaged communities attending the Atlanta Public Schools.”vi PGA

utilizes a team of AmeriCorps staffers every year who are trained by PGA college access

coaches to go into the schools, providing one-on-one guidance counseling for students.

It also provides financial assistance up to $4,000 in college scholarship dollars to

students who earn its Brumley-GRAD Scholarship.

Industry

Typically, college-readiness and preparation is something left to teachers and

guidance counselors who develop personal relationships with the students in their

classes. Project GRAD Atlanta is one of the only nonprofits in Atlanta solely dedicated to

raising graduation rates and providing college-access services to students targeting-risk,

low-income Atlanta Public Schools campuses. The position that it occupies is a new

concept and as a result, it was given direct access from APS officials to have a college-

readiness field staff work within the selected schools.

Competition

Project GRAD Atlanta’s biggest competitor is arguably The Posse Foundation –

Atlanta. It is a part of a larger network of college-access programs, just like Project

GRAD Atlanta, with similar partners and financial support. The organization has three

distinct goals:

1. To expand the pool from which top colleges and universities can recruit

outstanding young leaders from diverse backgrounds.

2. To help these institutions build more interactive campus environments so that

they can be more welcoming for people from all backgrounds.

8

3. To ensure that Posse Scholars persist in their academic studies and graduate so

they can take on leadership positions in the workforce.

The organization was recently endorsed by President Barack Obama who said “The

students that are selected form a ‘Posse’ and are provided with extra supports, and end

up graduating from selective colleges with a very high success rate”vii and was recently

awarded $100,000 from The Coca-Cola Foundation.viii While the organization has a

strong engaging, presence online, it does not have unique channels for its Atlanta

location.

Another top competitor is the Urban League of Greater Atlanta whose mission is

focused on empowerment through seven key areas including education and job skills

training, employment, careers and entrepreneurship, and housing and community

development. It has definitely been established as a visible brand in Atlanta, primarily

known for workforce training as an alternative to college.

Two other competing organizations worth mentioning are C5 Georgia and The

Community Foundation of Greater Atlanta. C5’s mission “is to change the odds for high-

potential teens from under-resourced environments, inspiring them to pursue personal

success, and preparing them for leadership roles in college, work and their

communities” while The Community Foundation of Greater Atlanta manages a variety

of scholarships from donors, each with specific purpose and varying eligibility criteria

and is primarily a service for nonprofits like Project GRAD Atlanta to tap into a network

of individual donors.

9

Promotions

Project GRAD Atlanta does not

have a strategic communications plan or

a staff member to implement public

relations and general outreach tactics;

however it still manages collaborations

with more than 40 partnering corporate and local organizations including the Coca-Cola

Scholars Foundation and the US Department of Education. Throughout the year, it

hosts several signature events including GRAD Think College Rally, Walk for Success,

Family Access Weekend for College Readiness, Brumley-GRAD Scholar Holiday Social,

Senior Scholar Parent Institute, College Signing Day, and GRAD-for-grad. Its website

acts as the main distribution channel with news and information and has a blog,

although the content is not current and overall, there is little presence on social media.

The organization has Facebook and Twitter profiles, but with inconsistent posting

schedules.

Resources

Following Project GRAD USA’s model, the Atlanta-based organization has established

“a local 501 (c) (3) to mobilize community resources.”ix One of its most beneficial

resources is its partnership with Hands on Atlanta to recruit and hire AmeriCorps

staffers every year to work directly with the students in the schools. PGA also utilizes its

network of previously mentioned partners for events and general financial support and

relies on board members who are communications professionals in absence of staff

member with that expertise.

10

Situation Analysis

Where are we now?

Currently, PGA is in a unique space where it has direct access into the schools that it has

identified as traditionally having low graduation and college acceptance rates.

Where do we plan to go?

Looking ahead, success depends on building relationships in the community, securing

buy-in from new APS team, and showing the impact of the program to a larger audience

of connected, corporate professionals and donors. Project GRAD Atlanta wants to be

recognized as an organization that has directly impacted the Atlanta community by

contributing to rising graduation rates and college-going students in low-income

neighborhoods.

Opportunity

Project GRAD Atlanta has the opportunity to communicate a new lifestyle and culture of

college-bound students from low-income communities in metropolitan Atlanta that

traditionally have low high school graduation rates and little to no college-readiness

coaching.

11

Goal

Position Project GRAD Atlanta as the most influential organization to mobilize low-

income students in the metropolitan Atlanta to attend college by creating and

implementing a strategic communications plan to showcase its impact and necessity to

an expanded audience.

Objectives

1. Raise awareness among parents in low-income communities that Project GRAD

Atlanta has already targeted, raising participations in the organization’s college

readiness programs by 25% by September 2015.

2. Secure ten media placements in local publications promoting Project GRAD

Atlanta events and overall impact by September 2015.

3. Increase digital media presence and online engagement by 50% by August 2015.

4. Establish relationships with incoming APS superintendent and new board

members resulting in 100% buy-in by August 2015.

5. Leverage program success stories to raise awareness about Project GRAD

Atlanta’s mission to an extended audience to achieve a 10% increase in corporate

and individual sponsorship by fall 2015.

12

Key Publics

Parents/guardians of potential Project GRAD participants

Parents and guardians of potential Project GRAD participants are ultimately

motivated by the success and happiness of their child and look to have few regrets while

parenting like working too often and just being too busy in general, like most parents.

These parents of APS students, a majority live in low-income neighborhoods below the

poverty levelx, mostly in Southwest and Southeast Atlanta in communities such as

Center Hill, Adamsville, which are known to have high crime rates. Parents of APS

students do not have a

choice of where their child

goes to high school, unless

they are accepted into a

magnet program and when

it comes to college-

readiness, most of these

parents/guardians did not

graduate college themselves—a vast majority of Project GRAD Atlanta recipients are the

first in their families to attend college.

13

Many of these guardians are also senior citizens, who are grandparents, aunts,

and uncles, that have stepped in to

support struggling single mothers

and families with parents that

work around the clock and live in

multigenerational family homes.xi

It was reported that approximately

102,000 grandparents in Georgia

were responsible for raising their

grandchildren.xii The trend is

prevalent primarily in African-

American families and even more

so in Hispanic families, and does relate back to their socioeconomic status.

These parents/guardians are 25-54 and represent a growing demographic that is

active on social media, primarily Facebook and that relies on mobile to access these

platforms. In the city, they listen to radio stations such as HOT 107.9, V103, and Kiss

104.1 for news, and are not typically the demographic to read the Atlanta Journal

Constitution and other regional, print news sources— which relates back to

disproportionate incomes and educational background across the school system.

However, due to the ongoing, widespread coverage, they are well-aware of ongoing

indictments resulting from the cheating scandal, but that does not play a role in their

decision-making, because again, they do not have a choice in where they can send their

child to school unless they relocate to a new school district outside of the city limits. On

14

the topic relocating, some are unhappy with recent school rezoning that resulted in their

children being moved to a school in a different neighborhood.

Potential Project GRAD Atlanta Student Participants

African-American students, ages 14-18, are the largest demographic group in the

APS (5,171 females and 4,602 males)xiii and they are typically influenced by their

immediate family and environment, thus needing a big emphasis on family and

community buy-in for participation. This group also includes a growing number of

Spanish-speaking students who reside in the same communities, most who are first-

generation U.S. citizens.

Project GRAD Atlanta’s field staff of AmeriCorps workers are currently targeting

and engaging with them in the school and the ones with the closest relationships. These

students are active on social media, primarily Facebook, Twitter, and Instagram.

Project GRAD Atlanta Alumni/Scholarship recipients

Most of the scholarship recipients and alumni are first-generation college students.

Some have close relationships with the GRAD staff and keep in contact, but many have

not been reached out to or heard from since receiving their scholarships. Currently, the

only established network of program alumni is the Brumley-GRAD Ambassadors

(BGAs) for those who wish to be “connectors between Project GRAD Atlanta and their

respective postsecondary institutions.”xiv

Potential and Existing donors/ event sponsors

15

Donors and sponsors are motivated by their own organization’s mission and

dedication to corporate social responsibility as well as receiving recognition in the local

community. Credibility is key and these people are often influenced by like-minded or a

competing organizations’ endorsement of a cause. They help support the executive

director’s vision of increasing awareness and building attendance for signature events

throughout the year and bring both monetary donations and corporate participation in

mentoring/college preparation services for the GRAD students.

Atlanta Public Schools key stakeholders

New to Atlanta and APS is incoming superintendent, Dr. Meria Carstarphen,

along with six new board members out of nine total, and ten new principals, six of which

are working at PGA schools.xv Dr. Carstarphen, specifically, is not from the Atlanta area,

therefore it is unknown how aware she is of the organization but she has made it clear

that she is motivated by the overall success of the school system and student

performance and is charged to strengthen the school system with emphasis on her

team’s accountability. She recently named David Jernigan, former executive director of

KIPP Metro Atlanta, as her deputy superintendent.xvi Board members of particular

interest serving districts in which PGA schools reside are Leslie Grant (District 1), Byron

Amos (District 2), and Eshe’ Collins (District 6).xvii

All of these stakeholders are possibly influenced by traditional media publications such

as the Atlanta Journal Constitution and have already communicated their new

vision/theme of “restoring the pride” within the school system to the AJC. From PGA’s

perspective, past successes stemming from relationships with APS stakeholders such as

16

former superintendent Dr. Beverly Hall included new partnerships in the community

and little efforts in gaining earned media attention.

Brand Positioning and Framing

Brand Positioning

To create a culture of college-bound youth, Project GRAD Atlanta is devoted to

empowering the youth of the Atlanta Public Schools through its college readiness and

access initiatives. The organization must capitalize on its niche and position itself as the

most effective intermediary between the school system, students, and parents,

communicating the importance of continuing education past high school and actually

equipping them outside of school.

Frames

Emotion: Should create the visualization of what Atlanta looks like with more of its

youth going to college and tap into the emotions of parents and older members of that

community.

Social Responsibility: Ensuring the future of our communities is a collective

responsibility, not just the responsibility of a parent. Project GRAD Atlanta must be in

the forefront demonstrating accountability and its responsibility to the Atlanta Public

Schools and the low-income students of the city and their families.

Incentive: Must make the benefit of participating, a scholarship and network of

mentors, obvious to potential students and their parents. A scholarship lessens the

17

burden on these parents and a network of professional mentors gives the student the

guidance they need to succeed.

Issues: Project GRAD Atlanta only serves students who have been targeted according to

their school's low graduation rates. Even though statewide the rate has increased, there

is still a disparity within the metropolitan Atlanta area due to socioeconomic barriers.

Messages

Intended audience: All

Primary message: Project GRAD Atlanta is the only organization in the Atlanta

community 100% committed to ensuring low-income students are equipped to

pursue college degrees.

Project GRAD Atlanta’s mission is to collaborate with the Atlanta

Public Schools in order to increase the number of students graduating

from high school and college.

PGA provides coaching, technical assistance, and best practices to

principals, teachers, parents, and students to enhance college readiness

and awareness.

Since fall 2004, 1417 Brumley-GRAD Scholars have attended more

than 189 colleges and universities in thirty-four (34) states across the

United States. xviii

18

Intended audience: Parents

Primary message: We are committed to ensuring your sons and daughters

have every opportunity to continue their education for a better future.

Ninety percent (90%) of the students GRAD Atlanta serves are low-

income. This percentage is almost double the 50% average poverty rate

in Georgia public schools.

Ninety-six percent (96%) of GRAD students are African-American and

most GRAD students are the first in their families to attend college.

Intended audience: Potential Donors/Event Sponsors

Primary message: Your financial support helps promote our mission of ensuring

metropolitan Atlanta students live in college-bound communities.

Between 2004 and 2012, GRAD has given more than $1.9 million in

scholarships.

PGA provides up to $4,000 in college scholarship dollars to all

students who qualify, and helps students access resources and support

so that they may graduate from college.

Business and civic leaders on the Project GRAD Atlanta Board of

Directors include two Wells Fargo Bank Vice Presidents; Newell

Rubbermaid’s Vice President of Corporate Relations; and retired

executives from Georgia-Pacific Corporation and The UPS Foundation,

among others.

19

Intended audience: Atlanta Public Schools decision-makers

Primary message: We stand with you, ready to equip the youth of Atlanta with

the tools they need to succeed past high school and be admitted to post-

secondary institutions.

In 2012, ten out of 22 Gates Millennium Scholarship recipients from

the Atlanta Public Schools were GRAD students.

From 2004 to 2011, the Math GGT (Georgia Graduation Test) gap

between GRAD high schools and the state decreased by nine percent.

From 2004 to 2011, the English GGT gap between GRAD high schools

and the state decreased by nine percent.

20

Strategies and Tactics (by key public)

Strategy 1: Showcase Project GRAD in the communities and not just

through the schools, making it easier for parents and students to

participate in the programs.

Key Public: Parents/Guardians

Tactic 1.1 Host Saturday seminars/meet and greets in apartment and community

recreation centers that are located around the GRAD schools to familiarize

parents/guardians with services and staff.

Tactic 1.2 Create hands-on curriculum and produce take-home packets for parents

for 11th and 12th grade students educating them on test schedules, state graduation

requirements, and how GRAD’s services can help their child.

Tactic 1.3 Develop brochures for parents of 9th and 10th grade students introducing

them to GRAD and general college access requirements. (See appendix)

Strategy 2: Highlight PGA’s everyday work and success stories by focusing

on content creation for both traditional and digital communications

materials.

Key Publics: All

Tactic 2.1 Produce webinar for PGA and AmeriCorps staff on the how-to’s of

creating content in the field.

21

Tactic 2.2 Initiate contests through Facebook and other social media platforms

with calls for photos, videos, and essays from students and families impacted by

PGA.

Tactic 2.3 Invite PGA students, AmeriCorps staff, and parents to be guest bloggers

for the website.

Strategy 3: Initiate low-cost digital advertising plan to boost social media

engagement and website traffic.

Key Publics: All

Tactic 3.1 Create Facebook ad plan and boost specific posts to drive traffic back

to website.

Tactic 3.2 Apply for Google Ad Words nonprofit grant and create account.

Tactic 3.2.1 Test keywords related to college access in Atlanta for SEO

optimization.

Tactic 3.2.2 Develop separate ad campaigns for general program awareness,

special events, and soliciting donors.

Tactic 3.3 Launch TV ad targeting campaign through Twitter.

Tactic 3.3.1 Identify list of TV shows that attract each key public.

Tactic 3.3.2 Create specific content for each ad group and post. (See

appendix for example)

22

Tactic 3.3.3 Utilize free online analytic tools such as Simply Measured and

Twitter’s own reports to evaluate the effectiveness of the posts and how to

better engage with the targeted audience.

Tactic 3.3.4 Develop reporting Excel sheet and evaluation checklist for each

campaign.

Strategy 4: Brand Project GRAD through traditional advertising to reach

older key publics.

Key Publics: Older parents/guardians, APS stakeholders

Tactic 4.1 Leave behind informational flyers at apartment front offices and

senior citizen community centers such as the Harriett G. Darnell Multi-Purpose

Facility.

Tactic 4.2 Place advertisements on MARTA trains and at strategic bus stops

throughout PGA communities.

Tactic 4.3 Place advertisements in local family magazines and free community

newsletters found at public venues such as local libraries and recreation centers.

Tactic 4.4 Place PSAs on popular morning shows such as the Tom Joyner

Morning Show.

Strategy 5: Increase program outreach and communications efforts to

reach Spanish-speaking families in the same low-income communities.

Key Public: Spanish-speaking parents/guardians

23

Tactic 5.1 Create section on website with translated brochure, fact sheet, and

registration materials.

Tactic 5.2 Place translated advertisement on MARTA trains and at strategic

bus stops. (See appendix for example)

Tactic 5.3 Leave behind translated print materials with ESOL instructors and

workforce counselors in PGA schools to be shared with parents/guardians of

Spanish-speaking students.

Strategy 6: Establish a social media plan to increase everyday web visibility.

Key Public: All

Tactic 6.1 Write social media policy for PGA staff detailing do’s and don’ts of

posting to social media and how it fits within their role.

Tactic 6.2 Develop printable social media messaging template to be used for

all profiles, specifying content to use on a particular day with suggested topics

and keywords to attract the target audience.

Strategy 7: Increase event awareness by leveraging digital media.

Key Public: All

Tactic 7.1 Plan social media campaigns to promote all signature events that

include post-event evaluation.

Tactic 7.2 Distribute event invites with social media profiles and specific

event hashtags for optimal engagement.

24

Tactic 7.3 Create messaging guide with tips for staff managing profiles during

events.

Strategy 8: Engage and enable current PGA scholarship recipients and

alumni to become program ambassadors for PGA through their own

networks.

Key Public: Project GRAD Atlanta scholarship recipients

Tactic 8.1 Send an e-newsletter announcing ambassador program registration

and continue to send the publication monthly with current PGA news and

content that they can share with friends and family.

Tactic 8.2 Host a monthly mixer in Atlanta to meet with current and alumni

students and their friends and family.

Tactic 8.3 Host one hour speaker’s bureau similar to TED Talks in PGA

schools using scholarship recipients as key speakers.

Strategy 9: Highlight and showcase GRAD through strategic public relations

to reach APS stakeholders and corporate donors.

Key Public: APS stakeholders and potential corporate donors

Tactic 9.1 Develop media list of print and online reporters and bloggers who

focus on education, nonprofits, and community news in metropolitan Atlanta.

Tactic 9.2 Develop press releases templates for signature events.

Tactic 9.2.2 Pitch stories prior to major events highlighting honorees and

how the event benefits the greater community.

25

Tactic 9.3 Create and electronically distribute the “State of GRAD” report

preceding APS board meetings.

Tactic 9.4 Invite APS superintendent and board members for luncheon once

a year at the end of the school year, following graduations.

Tactic 9.5 Write open letter to APS to be placed on website and pitched to

local publications proceeding each school year.

Strategy 10: Seek corporate donations and event sponsorship by reinforcing

the positive impact of GRAD programs in the schools and how it contributes

to a stronger community and workforce.

Key Public: Potential corporate partners

Tactic 10.1 Update “Results” section of website making it more interactive

and showcasing personal stories.

Tactic 10.2 Create a promotional video showing GRAD in the community.

Tactic 10.3 Develop sponsorship kit to be sent electronically including a video

message from the Executive Director and an infographic showing GRAD’s

impact.

Tactic 10.4 Email quarterly report.

Tactic 10.5 Develop promotional packages for each signature event with

donor cards to solicit financial support.

Tactic 10.6 Produce annual report.

26

Tactic 10.6.1 Launch free Issuu.com profile and post report digitally to

share.

Calendar and Budget

This plan is set to be implemented over the course of 15 months beginning in September

2014 with an estimated budget of $2,600. (See attached documents)

Evaluation (by objectives)

1. Raise awareness amongst parents in low-income communities that

Project GRAD Atlanta has already targeted, raising participation in

the organization’s college readiness programs by 25% by September

2015.

The best way to track the success of this objective is by monitoring just how many

new students’ sign up for GRAD services between now and September 2015. This

means actually counting the number of new students who register and capturing

information such as their address and what high school they attend so that we

can accurately evaluate if we are targeting the right communities. It is also

important to survey the families to identify exactly what influenced them to join

in the first place to measure the effectiveness of the outreach efforts.

2. Secure ten media placements in local publications promoting Project

GRAD Atlanta events and overall impact by September 2015.

27

Counting media impressions is the most effective way to track this objective. The

criteria would be to only count stories that GRAD has pitched and messages we

own, not just “name drops” and mentions in related articles. We are looking for

stories that in include quotes from our executive director, board members,

partners, etc. related to our events and overall impact in the schools. Utilizing a

free alert tool such as Google Alerts to track mentions of the organization and key

staff persons on a monthly basis is an effective way to measure the success of

achieving this objective.

3. Increase digital media presence and online engagement by 50% by

August 2015.

By establishing a baseline now of the content that GRAD already has on the web

and who is engaging with the organization, we can easily evaluate this objective

over the next year. Using free analytic tools like Simply Measured to monitor

weekly increases in website traffic, the quality of the social media following,

content engagement analysis, clicks to sign-up for the e-newsletter, number of

times posts are shared, etc. are key indicators of the success of this objectives

over the next year.

4. Establish relationships with incoming APS superintendent and new

board members resulting in 100% buy-in by August 2015.

To evaluate this objective, is almost two-fold. On one hand, all we have to do is

count the number of conversations and face-to-face sit-downs over the course of

the next year, but what we want is to see progress. This has to be evaluated from

more so of a qualitative perspective because ultimately it is not about how many

times we get their attention, but about what conversation is being taken place and

28

what the next steps are in making the partnership between GRAD and APS

stronger. Every outreach effort such as an official board meeting invite needs to

have a deliberate agenda and wanted outcome and we must track the resulting

actions and successes and/or failures that immediately follow over the course of

the next year.

5. Leverage program success stories to raise awareness about Project

GRAD Atlanta’s mission to an extended audience, resulting in a 10%

increase in corporate and individual sponsorship by fall 2015.

Simply put, this objective is going to be measured by the amount of new dollars

brought into the organization in fall 2015 against the amount of new dollars

brought in fall 2014. The best way to measure the effectiveness of using our

existing success stories and results to bring in new donations is to conduct a

survey to determine how they found out about the organization and if they were

influenced to give because of a particular story they heard about the organization.

By using analytic reports from the Google and Issuu.com, measuring number of

visits to the online donation page, results page, and annual report views on a

monthly basis can help indicate how successful the communications efforts are

for this particular objective.

Conclusion

Project GRAD Atlanta is starting a movement in metropolitan Atlanta by opening

doors for students who might not have seen the possibilities of graduating high school

and attending college. By implementing this strategic communications plan, we believe

29

the organization will move closer to achieving its overall mission through the five

objectives outlined.

The strategies and corresponding tactics in this plan were developed primarily to

raise awareness about Project GRAD Atlanta and how its services can better an entire

community. From this day forth, Project GRAD Atlanta will have a necessary tools to tell

its story and will be able to continue to spread its mission while increasing

participation, earning buy-in from APS officials, and attracting more donors and

sponsors.

References

i Roderick, M., Coca, V.,Nagaoka, J. (2011). Sociology of Education. Vol. 84 Issue 3, p178, 34p, 1 Diagram, 8 Charts ii Haveman, R., Smeeding, T. (2006). The Role of Higher Education In Social Mobility. Retrieved from

http://ejournals.ebsco.com.proxy.library.georgetown.edu/Direct.asp?AccessToken=954J5IX8XQUQ9PQI9K4U14IE59RQ8XD9XQ&Show=Object

iii Badertscher, N. (2012). For dropouts, often regrets and challenges. Retrieved from

http://www.ajc.com/news/news/local/for-dropouts-often-regrets-and-challenges/nRMLN/ iv Weinman, M. (2014). Graduation rates up at North Atlanta High. Retrieved from

http://www.reporternewspapers.net/2014/04/04/graduation-rates-north-atlanta-high/ v No author. (2012.) Atlanta Public Schools Superintendent’s Final Redistricting and Closure Recommendations.

Retrieved from http://www.atlantapublicschools.us/cms/lib/GA01000924/Centricity/Domain/45/Final%20-%20Version%20Posted%20May%207.pdf

vi No author. (Date not given). History. Retrieved from http://atlanta.projectgrad.org/about-us/history/ vii No author. (Date not given). About Posse. Retrieved from http://www.possefoundation.org/about-posse viii No author. (2014). Coca-Cola Foundation Awards $100K To Fund Pre-Collegiate Training Program.

Retrieved from http://www.possefoundation.org/news/detail/coca-cola-foundation-awards-100k-to-fund-pre-collegiate-training-program

ix No author. (Date not given). Our Model – District Partnerships. Retrieved from http://projectgrad.org/partnership-model/our-model/

x No author, (2009). Atlanta, Georgia Poverty Rate Info. Retrieved from http://www.city- data.com/poverty/poverty-Atlanta-Georgia.html

xi Joyner, T. (2011). Georgia sees an increase in multigenerational households.Retrieved from http://www.ajc.com/news/news/local/georgia-sees-an-increase-in-multigenerational-hous/nQJrG/ xii No author.(2009).Grandparents Raising Grandchildren. Retrieved from

http://dhs.georgia.gov/grandparents-raising-grandchildren xiii Georgia Department of Education. (2014). Enrollment by Ethnicity/Race , Gender and Grade Level

30

(PK-12). Retrieved from http://app.doe.k12.ga.us/ows-bin/owa/fte_pack_ethnicsex.entry_form

xivNo author. (Date not given). Retrieved from http://atlanta.projectgrad.org/files/2012/09/2009- Organization-Description.pdf

xv Bloom, M. (2014). APS hires 10 new principals. Retrieved from http://www.ajc.com/news/news/local- education/aps-hires-10-new-principals/ngCRS/

xvi Downey, Maureen. (2014). Atlanta school chief turns to KIPP charter school network to hire her deputy. http://www.ajc.com/weblogs/get-schooled/2014/jul/10/atlanta-school-chief-turns-kipp-charter-school-net/

xvii No author. (No date given). APS Board Members. Retrieved from http://www.atlanta.k12.ga.us/Page/40514

xviii No author. (Date not given). Project GRAD At-A-Glance. Retrieved from http://atlanta.projectgrad.org/files/2012/09/Project_GRAD-at-a-Glance.pdf

31

Appendices

Appendix A: SWOT Analysis

Strengths

Niche organization

Well-connected executive

staff and board members

Field staff that has access to

go into schools and meet

students

Strong partnerships and

donor base

Weaknesses

No communications

professional on staff

Low attendance numbers for

key events

Inconsistent posting on social

media profiles

Lack of media attention

Opportunities

Optimize social media

presence

Engage program alumni as

brand ambassadors

Increase media outreach for

notable accomplishments

Promote events to larger

audience

Boost credibility amongst

school system

Threats

Reputation damage resulting

from Dr. Hall’s involvement

in cheating scandal

Not securing the buy-in of the

incoming superintendent and

board members of the Atlanta

Public Schools

Competing organizations

such as The Posse Foundation

32

Appendix B: Interviews

One-on-one interviews, surveys, and in-depth conversations with Project GRAD Atlanta

staff and board members were initiated on June 6, 2014 as part of the primary research

process. Over the course of the next eight weeks, 30-minute conference calls were held

every Tuesday with Interim Executive Director, Dr. Nanette Reynolds.

Questions asked of the PGA staff included:

1. What is your vision for this organizations brand in the next five years? Ten years?

2. What PR and communications efforts have been successful in the past?

3. What would be the most beneficial communications effort? PR? Social media?

4. Describe the families that you serve. What are they like? How do they

communicate?

5. Tell me about how PGA interacts with APS and what changes can you expect in

the upcoming school year with the incoming superintendent?

6. How much access do you have directly in the schools?

7. Explain how your field staff of AmeriCorps workers fits into the PGA program

model.

a. How did this relationship come about?

8. How do you currently solicit donations and event sponsors?

9. What roles does the Board play in deciding the direction of the communications

efforts?

10. Have you set aside a budget for communications? If so, how much?

33

Sample results from staff survey

34

35

Appendix C: Creative Materials

Informational brochure for 9th and 10th grade parents( Tactic 1.3)

36

Translated MARTA ad (Tactic 5.2)

37

Sample TV targeting post on Twitter (Tactic 3.3)