Texting parents reduced pupil absenteeism (ES -0.054, about half a day) even though no texts concerned attendance¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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 i0 Intervention pupils had reduced absenteeism compared to control pupils (ES -0.054, 95% CI -0.079 to -0.029), despite no attendance texts being sent. → Miller 2016
Evidence¶
Miller 2016¶
Miller, S., Davison, J., Yohanis, J., Sloan, S., Gildea, A. and Thurston, A. (2016). Texting Parents: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581121
q3 · i0 · causal · r2
Results table of the cluster RCT reporting absenteeism (sessions absent from the National Pupil Database) for 7,436 pupils: an effect size of "-0.054" with confidence interval (-0.079, -0.029), described as an absenteeism reduction of one half day.
"Absenteeism 7,436 -0.054 (-0.079, -0.029)"
Discussion¶
Learner Variables¶
- Time and Continuity — outcome: instruction changes it
Related Claims¶
- The PEP texting intervention showed no evidence of an impact on science attainment — related
- Texting parents about tests, homework and lesson content produced a small positive effect on maths attainment (ES 0.067) in a cluster RCT — related
- The absenteeism reduction appeared larger in the Key Stage 4 cohort than in Key Stage 3 — related
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