Self and Norms mailings produced spillover reductions in absences for non-focal students in the same household (0.8 days, 4.8%, p<.01)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In two-student households, non-focal students' absences in the Self and Norms groups were reduced by 0.8 days or 4.8% (p<.01) compared to non-focal students in Control and Encourage groups. → Rogers and Feller 2016

Evidence¶

Rogers and Feller 2016¶

Todd Rogers, Avi Feller. (2016). Parent Beliefs and Student Absences: Large Absence-Reduction Field Experiment. SREE Spring 2016 Conference Abstract. https://www.sree.org/conferences/2016/

q3 · i? · causal · r2

Exploratory spillover analysis (RQ4) of households with two eligible students, comparing non-focal students across assigned conditions. The article also reports focal students' absences reduced by approximately 1.3 days or 7.4% (p<.01) in these households.

"The non-focal student’s absences in the Self and Norms groups were also reduced by 0.8 days or 4.8% (p<.01) as compared to that of non-focal students in the Control and Encourage groups."

Discussion¶

Related Claims¶

• Attendance mailings to guardians reduce student absences, with all treatment mailings pooled reducing absences by 0.9 days (a 5.3% decrease) versus control — related
• The Encourage component alone reduced absences by 0.6 days (a 3.5% decrease) compared to Control — related
• Adding Self information (the student's own absence total) to the Encourage mail reduced absences by an additional 0.5 days, a total of 6.2% versus Control — related
• Adding social-norm comparison information (Norms) produced no additional reduction in absences beyond Encourage + Self — related