ERIC Number: EJ1174321
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Connect-Text: Leveraging Text-Message Communication to Mitigate Chronic Absenteeism and Improve Parental Engagement in the Earliest Years of Schooling
Smythe-Leistico, Kenneth; Page, Lindsay C.
Journal of Education for Students Placed at Risk, v23 n1-2 p139-152 2018
Poor school attendance in the early grades is predictive of poor subsequent educational outcomes. We report on a pilot intervention aiming to reduce chronic absenteeism in kindergarten. We designed and implemented a two-way, text-based parent-school communication system to encourage daily attendance, provide parents with personalized feedback on their child's attendance, and provide support to mitigate challenges that threatened parents' ability to get their child to school regularly. The program was well received, with nearly all families registering for participation, and three-quarters of those receiving outreach responding and engaging with school personnel via text. The pilot school's kindergarten chronic absenteeism rate was substantially lower in the intervention year relative to prior trends. Further, in the intervention year, the pilot school's kindergarten chronic absenteeism rate (13%) was substantially lower than for that of a synthetically constructed comparison school (24%). We discuss implications for sustainability and scaling of an effort such as this.
Descriptors: Synchronous Communication, Handheld Devices, Attendance, Parent Participation, Kindergarten, Parent School Relationship, Pilot Projects, Intervention, Program Effectiveness, Telecommunications, Technology Uses in Education, Reading Fluency, Emergent Literacy, Reading Tests, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Location: Pennsylvania (Pittsburgh)
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)