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

Autor/inn/en	Berlinski, Samuel G.; Busso, Matias; Dinkelman, Taryn; Martínez Alvear, Claudia
Institution	National Bureau of Economic Research
Titel	Reducing Parent-School Information Gaps and Improving Education Outcomes. Evidence from High-Frequency Text Messages.
Quelle	Cambridge, Mass.: National Bureau of Economic Research (2021) PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	NBER working paper series. w28581
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
DOI	10.3386/w28581
Schlagwörter	Chile; Eltern; Experiment; Lehrer; Schüler; Schule; Bildungsabschluss; Bildungsertrag; Bildungsertrag; Eltern; Schule; Lehrer; Schüler; Bildungsabschluss; Experiment; Arbeitspapier; Chile
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.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2021/3