Using Behavioral Insights to Improve School Administrative Communications: The Case of Truancy Notifications

被引：16

作者：

Lasky-Fink, Jessica ^{[1
]}

Robinson, Carly D. ^{[2
]}

Chang, Hedy Nai-Lin ^{[3
]}

Rogers, Todd ^{[4
]}

机构：

[1] Univ Calif Berkeley, 2607 Hearst Ave, Berkeley, CA 94720 USA

[2] Brown Univ, Annenberg Inst, 164 Angell St,2nd Floor, Providence, RI 02906 USA

[3] Attendance Works, San Francisco, CA USA

[4] Harvard Kennedy Sch, Publ Policy, 79 JFK St, Cambridge, MA 02138 USA

来源：

EDUCATIONAL RESEARCHER | 2021年 / 50卷 / 07期

关键词：

communication; educational policy; experimental research; parents and families; STUDENT ABSENCES; PARENTS;

D O I：

10.3102/0013189X211000749

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Many states mandate districts or schools notify parents when students have missed multiple unexcused days of school. We report a randomized experiment (N = 131,312) evaluating the impact of sending parents truancy notifications modified to target behavioral barriers that can hinder effective parental engagement. Modified truancy notifications that used simplified language, emphasized parental efficacy, and highlighted the negative incremental effects of missing school reduced absences by 0.07 days in the 1 month following compared to the standard, legalistic, and punitively worded notification-an estimated 40% improvement over the standard truancy notification. This work illustrates how behavioral insights and randomized experiments can be used to improve administrative communications in education.

引用

页码：442 / 450

页数：9

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