Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Working Paper 28581

Autor/inn/en	Berlinski, Samuel; Busso, Matias; Dinkelman, Taryn; Martínez A., Claudia
Institution	National Bureau of Economic Research
Titel	Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Working Paper 28581
Quelle	(2021) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Parent School Relationship; Information Dissemination; Computer Mediated Communication; Identification; At Risk Students; Grade Repetition; Dropout Characteristics; Dropout Prevention; Low Income; Behavior Change; Attendance; Grades (Scholastic); Student Behavior; Intervention; Grade Point Average; Mathematics; Student Promotion; Student Improvement; Outcomes of Education; Chile + Suchen Sie Ihr Suchwort? Ausland; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Informationsverbreitung; Computerkonferenz; Identifikation; Identifizierung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Niedriglohn; Anwesenheit; Notenspiegel; Student behaviour; Schülerverhalten; Mathematik; Support of studies; Studienförderung; Lernleistung; Schulerfolg
Abstract	Grade retention and early dropout are two of the biggest challenges facing education systems in middle-income countries today, representing waste in school resources. We investigate whether reducing parent-school information gaps can improve outcomes that are early-warning signals for grade retention and dropout. We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. We find some evidence of positive classroom spillovers. Leveraging existing school inputs to implement a light-touch, cost-effective information intervention can improve education outcomes in lower-income settings. [Funding for this report was provided by The Abdul Latif Jameel Poverty Action Lab and a Chilean FONIDE grant.] (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01