Parent Adoption of School Communications Technology: A 12-School Experiment of Default Enrollment Policies

Autor/inn/en	Bergman, Peter; Rogers, Todd
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Parent Adoption of School Communications Technology: A 12-School Experiment of Default Enrollment Policies
Quelle	(2016), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Matched Groups; Academic Achievement; Parent Participation; Parent School Relationship; Access to Information; Student Records; Management Information Systems; Information Policy; Achievement Gains; Secondary School Students; Student Improvement; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schülerakte; Managementinformationssystem; Informationspolitik; Achievement gain; Leistungssteigerung; Sekundarschüler; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Providing parents access to their child's grades, missing assignment information, or personalized teacher suggestions has been shown to improve parental engagement and increase student achievement for low-income, minority students. This project aims to test an automated, scalable text-message system designed to improve outcomes for low-income students in grades 6-12. More generally, this project has implications for how school districts target parent communications, and the policies districts adopt when deploying new technologies designed to improve student achievement. It also provides insight into whether the students of parents who explicitly request this service benefit more or less than students of parents who do not request it. The study involves 6,976 students enrolled in grades 6 to 12 in 12 schools in a large urban school district in the 2014-2015 school year. Students were randomly assigned to one of three conditions (in unequal proportions decided ex ante). This study incorporated various data sets pulled directly from the administrative records of the school district. Data analyses were conducted using OLS regressions to generate treatment effect magnitudes. Findings show that empowering parents with actionable and timely information can improve student achievement, and that student outcomes are not maximized by asking parents to actively enroll in information programs; rather student outcomes are maximized by automatically enrolling parents in information programs and offering them the opportunity to opt-out. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01