Search Results: (1-5 of 5 records)
|NCEE 2022001||How to Text Message Parents to Reduce Chronic Absence Using an Evidence-Based Approach
Chronic absence is a nationwide problem, even among young students. A recent Institute of Education Sciences (IES) study found that a carefully designed text messaging strategy improved attendance in elementary schools. Based on the study, this guide provides districts with information and tools for carrying out their own evidence-based attendance text messaging.
|NCEE 2020006||Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy
Chronic absence is a nationwide problem, even among young students. This report presents findings from a study that tested four versions of an adaptive text messaging strategy to see which, if any, would reduce chronic absence and improve achievement among 26,000 elementary school students. All four versions of the adaptive text messaging strategy reduced chronic absence but did not improve achievement after one school year.
|NFES 2017007||The Forum Guide to Collecting and Using Attendance Data
The Forum Guide to Collecting and Using Attendance Data is designed to help state and local education agency staff improve their attendance data practices – the collection, reporting, and use of attendance data to improve student and school outcomes. The guide offers best practice suggestions and features real-life examples of how attendance data have been used by education agencies. The guide includes a set of voluntary attendance codes that can be used to compare attendance data across schools, districts, and states. The guide also features tip sheets for a wide range of education agency staff who work with attendance data.
|REL 2017252||A Randomized Experiment Using Absenteeism Information to "Nudge" Attendance
Can a single postcard sent to guardians help reduce student absenteeism? This randomized controlled trial, conducted in collaboration with the School District of Philadelphia, shows that: (a) a single mail piece that encouraged guardians to improve their student's attendance reduced absences by roughly 2.4 percentage points; (b) there were no statistically significant differences between two types of messages in reducing student absences; and (c) the effect of the single mailing did not differ for students in grades K–8 versus students in grades 9–12.
|NCES 96798||Student Absenteeism and Tardiness (Indicator of the Month - June 1996)
Drawn from The Condition of Education 1995, this indicator reports average percentage of students absent and percentages of teachers who reported student absenteeism and tardiness were serious problems.
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