Attendance mailings corrected guardians' miscalibrated beliefs about their students' absences but did not change beliefs about the importance of attendance¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Guardians receiving Norms and/or Self components improved accuracy about their students' absences by 18% (p=.01), and Norms-condition guardians improved accuracy about relative absence by 14% (p<.01), but beliefs about the importance of attendance did not change (p-values>.4). → 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
Live phone survey of guardians after Mailing 5 (6/20/2015-6/25/2015) assessing internal validity and parental beliefs. Guardians in treatment arms recalled receiving attendance mail at more than twice the control rate (25% vs. 57% recall, p<.001).
"accuracy improved by 18% (p=.01). Guardians in the Norms condition also grew more accurate (by 14% [p<.01]) in reporting that their student was absent more than the typical student in their student’s school and grade. However, we saw no indication that guardian beliefs about the importance of attendance changed (p-values>.4)."
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
- Adding social-norm comparison information (Norms) produced no additional reduction in absences beyond Encourage + Self — 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
- The Encourage component alone reduced absences by 0.6 days (a 3.5% decrease) compared to Control — related
- Family circumstances pile up to worsen preschool attendance, and parent beliefs about attendance importance are related to absence rates — related
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