Connect-Text: Leveraging Text-Message Communication to Mitigate Chronic Absenteeism and Improve Parental Engagement in the Earliest Years of Schooling

Autor/inn/en	Smythe-Leistico, Kenneth; Page, Lindsay C.
Titel	Connect-Text: Leveraging Text-Message Communication to Mitigate Chronic Absenteeism and Improve Parental Engagement in the Earliest Years of Schooling
Quelle	In: Journal of Education for Students Placed at Risk, 23 (2018) 1-2, S.139-152 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2018.1434658
Schlagwörter	Synchronous Communication; Handheld Devices; Attendance; Parent Participation; Kindergarten; Parent School Relationship; Pilot Projects; Intervention; Program Effectiveness; Telecommunications; Technology Uses in Education; Reading Fluency; Emergent Literacy; Reading Tests; Elementary School Students; Pennsylvania (Pittsburgh); Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Anwesenheit; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pilot project; Modellversuch; Pilotprojekt; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Frühleseunterricht; Lesetest
Abstract	Poor school attendance in the early grades is predictive of poor subsequent educational outcomes. We report on a pilot intervention aiming to reduce chronic absenteeism in kindergarten. We designed and implemented a two-way, text-based parent-school communication system to encourage daily attendance, provide parents with personalized feedback on their child's attendance, and provide support to mitigate challenges that threatened parents' ability to get their child to school regularly. The program was well received, with nearly all families registering for participation, and three-quarters of those receiving outreach responding and engaging with school personnel via text. The pilot school's kindergarten chronic absenteeism rate was substantially lower in the intervention year relative to prior trends. Further, in the intervention year, the pilot school's kindergarten chronic absenteeism rate (13%) was substantially lower than for that of a synthetically constructed comparison school (24%). We discuss implications for sustainability and scaling of an effort such as this. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01