Helping Parents Navigate the Early Childhood Education Enrollment Process: Experimental Evidence from New Orleans

Autor/inn/en	Weixler, Lindsay; Valant, Jon; Bassok, Daphna; Doromal, Justin B.; Gerry, Alica
Titel	Helping Parents Navigate the Early Childhood Education Enrollment Process: Experimental Evidence from New Orleans
Quelle	In: Educational Evaluation and Policy Analysis, 42 (2020) 3, S.307-330 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Weixler, Lindsay) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373720922237
Schlagwörter	Enrollment; Information Dissemination; Parents; Telecommunications; Communication Strategies; Administrators; Barriers; Educational Policy; Low Income Groups; At Risk Students; Eligibility; Audits (Verification); School Registration; Program Effectiveness; Access to Information; Knowledge Level; Early Intervention; Preschool Education; Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? Einschulung; Informationsverbreitung; Eltern; Telekommunikationstechnik; Kommunikationsstrategie; Politics of education; Bildungspolitik; Eignung; Schulanmeldung; Wissensbasis; Pre-school education; Vorschulerziehung
Abstract	Enrolling in publicly funded early childhood education involves searching for programs, applying, verifying eligibility, and registering with the program. Many families do not complete this process, despite demonstrated interest. In this study, we assessed support for families as they verify eligibility as a means for increasing enrollment completion rates. Working with district administrators, we randomly assigned families to receive either (a) the district's usual, modest communications; (b) the usual communications plus weekly text message reminders with a formal tone; or (c) the usual communications plus weekly personalized, friendly text message reminders. Text message reminders increased verification rates by seven percentage points (regardless of tone), and personalized messages increased enrollment rates for some groups. Exchanges between parents and administrators revealed the obstacles parents confronted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01