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ERIC Number: EJ1262521
Record Type: Journal
Publication Date: 2020-Sep
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-3737
EISSN: N/A
Helping Parents Navigate the Early Childhood Education Enrollment Process: Experimental Evidence from New Orleans
Weixler, Lindsay; Valant, Jon; Bassok, Daphna; Doromal, Justin B.; Gerry, Alica
Educational Evaluation and Policy Analysis, v42 n3 p307-330 Sep 2020
Enrolling in publicly funded early childhood education involves searching for programs, applying, verifying eligibility, and registering with the program. Many families do not complete this process, despite demonstrated interest. In this study, we assessed support for families as they verify eligibility as a means for increasing enrollment completion rates. Working with district administrators, we randomly assigned families to receive either (a) the district's usual, modest communications; (b) the usual communications plus weekly text message reminders with a formal tone; or (c) the usual communications plus weekly personalized, friendly text message reminders. Text message reminders increased verification rates by seven percentage points (regardless of tone), and personalized messages increased enrollment rates for some groups. Exchanges between parents and administrators revealed the obstacles parents confronted.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Louisiana (New Orleans)
IES Funded: Yes
Grant or Contract Numbers: R305B140026