Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Evaluation Report. NCEE 2020-006

Autor/inn/en	Heppen, Jessica B.; Kurki, Anja; Brown, Seth
Institution	National Center for Education Evaluation and Regional Assistance (ED); American Institutes for Research (AIR)
Titel	Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Evaluation Report. NCEE 2020-006
Quelle	(2020), (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Telecommunications; Handheld Devices; Parent School Relationship; Interpersonal Communication; Attendance; Program Effectiveness; Elementary School Students; Elementary Schools; Urban Schools; At Risk Students; Low Income Students; Outreach Programs; Reading Achievement; Mathematics Achievement; Parent Attitudes; Costs; School Districts + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Interpersonale Kommunikation; Anwesenheit; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Jobcoaching; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternverhalten; Cost; Kosten; School district; Schulbezirk
Abstract	Chronic absence is a nationwide problem, even among young students. Those with poor attendance are more likely to face challenges later in school and in life. This study tested four versions of an adaptive text messaging strategy to see which, if any, would reduce chronic absence among 26,000 elementary school students. During the fall of the study year, families randomly assigned to one of the text messaging groups received "basic" messaging, which consisted of low-cost, low-burden weekly reminders about the importance of attendance and same-day notifications when their children missed school. In the spring, messages were "adapted": parents of students with few absences continued with the basic messaging, while parents of students who were frequently absent in the fall received additional intensified messaging. The study compared two approaches to basic messaging and two approaches to intensified messaging, to learn how a texting strategy might work best. Students in the messaging groups were compared to students whose parents received no messages to rigorously assess whether the messaging improved attendance and achievement. Findings included: (1) All four versions of the adaptive text messaging strategy reduced chronic absence; (2) The two approaches to basic messaging were similarly effective at reducing chronic absence, but one approach to intensified messaging was better than the other for certain students; and (3) The text messaging strategy did not improve achievement. [For the appendices to this report "Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Appendix. NCEE 2020-006a," see ED607614. For the study highlights "Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Study Highlights. NCEE 2020-006," see ED607615.] (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01