Peter Bergman of Columbia University studied 242 low-income, middle and high school students at a Los Angeles Unified School District with the goal of finding out how more information about tests, homework, etc. given to parents could affect school outcomes. Parents were offered the option of receiving messages via phone, email or text message and 79 percent of parents requested text messages. With frequent text messages, class skipping was reduced 28 percent, after school tutoring attendance increased 42%, attendance at parent-teacher conferences increased 53% and students’ grades improved by .19 standard deviations, or about 7 points on a 100-point scale.
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