The Underutilized Potential of Teacher-to-Parent Communication: Evidence from a Field Experiment

41 Pages Posted: 22 Nov 2014

See all articles by Matthew Kraft

Matthew Kraft

Brown University

Todd Rogers

Harvard University - Harvard Kennedy School (HKS)

Date Written: October 20, 2014

Abstract

We study an intervention designed to increase the effectiveness of parental involvement in their children’s education. Each week we sent brief individualized messages from teachers to the parents of high school students in a credit recovery program. This light-touch communication increased the probability students earned credits by 6.5 percentage points – a 41% reduction in the proportion failing to earn credit. This improvement resulted primarily from preventing drop-outs, rather than from reducing failure or dismissal rates. The intervention shaped the content of parent-child conversations with messages emphasizing what students could improve, versus what students were doing well, producing the largest effects.

JEL Classification: I20, 121, I24

Suggested Citation

Kraft, Matthew and Rogers, Todd, The Underutilized Potential of Teacher-to-Parent Communication: Evidence from a Field Experiment (October 20, 2014). HKS Working Paper No. RWP14-049, Available at SSRN: https://ssrn.com/abstract=2528688 or http://dx.doi.org/10.2139/ssrn.2528688

Matthew Kraft (Contact Author)

Brown University ( email )

Box 1860
Providence, RI 02912
United States
(401) 863-3795 (Phone)

Todd Rogers

Harvard University - Harvard Kennedy School (HKS) ( email )

79 John F. Kennedy Street
Cambridge, MA 02138
United States

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