Title page
Contents
THE STUDY'S TEXT MESSAGING REDUCED CHRONIC ABSENCE 7
THE DIFFERENT APPROACHES TO BASIC AND INTENSIFIED MESSAGING WERE SIMILARLY EFFECTIVE IN REDUCING CHRONIC ABSENCE 10
THE ADAPTIVE MESSAGING STRATEGY DID NOT AFFECT READING OR MATH ACHIEVEMENT FOR STUDENTS IN GRADES 3 THROUGH 5 12
TEXTING PARENTS ABOUT ATTENDANCE IS FEASIBLE TO DO 13
REFERENCES 19
ACKNOWLEDGMENTS 22
Exhibits
Exhibit 1. Four versions of the adaptive text messaging strategy 7
Exhibit 2. Percentage of students who were chronically absent during the 2017-2018 school year, by messaging group 8
Exhibit 3. Percentage of students who were chronically absent in fall 2017, by messaging group 9
Exhibit 4. Percentage of students from families near the fall absence threshold who were chronically absent in spring 2018, by messaging group 10
Exhibit 5. Percentage of students who were chronically absent in spring 2018, by intensified messaging group 11
Exhibit 6. Difference in reading achievement between each messaging group and the no-messaging group 12
Exhibit 7. Difference in math achievement between each messaging group and the no-messaging group 12
Exhibit 8. Text messaging costs 14