Teacher-to-parent communication reduces student absenteeism¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pooled treatment reduced the probability a student was absent from class by 2.4 percentage points; the improvement condition reduced absences by 3.2 percentage points, with no significant positive-condition effect. → Kraft and Rogers 2013

Evidence¶

Kraft and Rogers 2013¶

Matthew A. Kraft and Todd Rogers. (2013). Teacher-to-Parent Communication: Experimental Evidence from a Low-Cost Communication Policy. SREE Fall 2013 Conference Abstract. https://eric.ed.gov/?id=ED563011

q3 · i? · causal · r2

Attendance records during the first four weeks served as a secondary outcome in the field trial. The pooled effect was "2.4 percentage points (p=0.011)"; improvement-condition students were "3.2 percentage points less likely to be absent" (p=0.003); positive-condition students were not significantly less absent (-1.7%, p=.125).

"increased teacher-to-parent communication decreased the probability a student was absent from a class by 2.4 percentage points (p=0.011). Students in the improvement information condition were 3.2 percentage points less likely to be absent from a class than control groups students (p=0.003)"

Discussion¶

Learner Variables¶

• Time and Continuity — outcome: instruction changes it

Related Claims¶

• Teacher-to-parent communication increases the probability that students earn course credit in a summer credit recovery program — related
• When educators partnered with families on attendance, chronic absenteeism rates dropped 15% — related
• EWIMS reduced the percentage of students who were chronically absent after one year of implementation — related
• Needs-improvement messages, not positive messages, drove the credit-earning effect — related
• Teacher-to-parent communication did not affect teachers' assessments of student effort or in-class behavior — related