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

Jessica Lasky-Fink,
Carly D. Robinson,
Hedy Chang,
Todd Rogers

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 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.

Keywords
attendance
Education level
K-12 Education
Topics
Student Well-Being and Mental Health
Tags
Absenteeism
Download 03/2021
Document Object Identifier (DOI)
10.26300/62tp-nx06
EdWorkingPaper suggested citation:
Lasky-Fink, Jessica, Carly D. Robinson, Hedy Chang, and Todd Rogers. (). Using Behavioral Insights to Improve School Administrative Communications: The Case of Truancy Notifications. (EdWorkingPaper: -271). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/62tp-nx06

Machine-readable bibliographic record: RIS, BibTeX

Published Edworkingpaper:
(2021). Using Behavioral Insights to Improve School Administrative Communications: The Case of Truancy Notificationshttps://doi.org/10.3102/0013189X211000749