Texting Parents Improves Attendance in Elementary School

A new report finds that text messaging parents in specific ways improved attendance among 26,000 elementary school students. Can Texting Parents Improve Attendance in Elementary School? presents findings from a study that tested four versions of an adaptive text messaging strategy. In the fall parents were randomly assigned to receive “basic” messaging—texts about the importance of attendance and same day absence notifications—or just usual school communications. In the spring, messages were adapted as needed, with parents of frequently absent students receiving “intensified” messaging and others continuing with basic messaging. Students whose parents received text messages were compared to students whose parents did not to see which, if any, of the versions would improve attendance and achievement. Key findings include: All four versions of the adaptive text messaging strategy reduced chronic absence (missing 10 percent or more of school days). The messaging lowered the expected chronic absence rate by 2 to 7 percentage points, with the larger reductions for students with a prior history of high absence. The text messaging strategy did not improve third through fifth grade reading or math achievement after one school year. Addressing student attendance, whether virtual or in-person, may be particularly challenging in the context of the coronavirus pandemic. At a cost of 7 to 8 dollars per student, this low-cost text messaging strategy is something districts may want to consider. A subsequent guide will provide information on how to implement the adaptive texting strategy in schools.