Reducing student absences at scale by targeting parents’ misbeliefs

Rogers, Todd; Feller, Avi

doi:10.1038/s41562-018-0328-1

Cited by 168 publications

(148 citation statements)

References 43 publications

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“…There was no effect of the intervention on child absenteeism. This is in contrast to the results of another US intervention providing parents of primary and secondary school children with relatively high levels of absenteeism with information about their child's absolute level of absenteeism (Rogers & Feller, 2017). The study found a 10% reduction in absenteeism and the informational intervention was shown to be more effective than simply reminding parents of the importance of low absenteeism.…”

Section: Parental Informationcontrasting

confidence: 55%

“…The intervention led to an immediate increase in the share of parents who accessed the online portal and parents (and children) in the treatment group also engaged more with the portal in subsequent months. Finally, Rogers and Feller (2017) found positive effects on child absenteeism of reminding parents of primary and secondary school childen of the importance of low absenteeism. The target population in the study was childern with a history of absenteeism but at a level below 2 standard deviations above the student average.…”

Section: Reminding Parents and Teachersmentioning

confidence: 99%

“…Rogers and Feller (2017) studied an intervention providing parents a comparison of their child's absenteeism with that of a 'typical' student. The intervention was targeted towards the parents of childen attending primary or secondary school who had a relatively high level of absenteeism but not excessively high (more than 2 standard deviations above the mean student).…”

Section: Relative (Vs Absolute) Gradingmentioning

confidence: 99%

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Nudging in education

Damgaard

Nielsen

2018

Economics of Education Review

247

110

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Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of selfcontrol, limited attention and social norms) likely influence choices and this may motivate the use of low cost 'nudges' to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.[P]eople will need nudges for decisions that are difficult and rare, for which they do not get prompt feedback, and when they have trouble translating aspects of the situation into terms that they can easily understand.

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Section: Parental Informationcontrasting

confidence: 55%

Section: Reminding Parents and Teachersmentioning

confidence: 99%

Section: Relative (Vs Absolute) Gradingmentioning

confidence: 99%

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Nudging in education

Damgaard

Nielsen

2018

Economics of Education Review

247

110

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“…If we want people to be healthier, we need to make sure people exercise more and consume less sugar and fat (Warburton, Nicol, and Bredin ). If we want to reduce student absenteeism, we must find ways to stimulate students to go to school (Rogers and Feller ). There are policy instruments that governments can use to change behavior.…”

mentioning

confidence: 99%

Public Policy and Behavior Change

Tummers

2019

Public Administration Review

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Changing behavior is often necessary to tackle societal problems, such as obesity, alcohol abuse, and debt problems. This article has two goals. First, it aims to highlight how governments can try to change the behavior of citizens. Government can use policy instruments to do so, including incentives, bans and mandates, information campaigns, and nudges. However, the government should not be a manipulator that applies policy instruments without societal support. Therefore, the second goal of the article is to provide a conceptual framework that helps analyze whether public policies to stimulate behavior change are effective and supported by key stakeholders. This conceptual framework has five criteria indicating the extent to which there is effective and supported behavior change: the policy is (1) effective and (2) efficient, and there is support for the policy among (3) politicians, (4) implementing organizations, and (5) citizens. The article ends with suggestions to study public policy aimed at behavior change.

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“…We illustrate our approach using a randomized trial of an intervention designed to increase student attendance in the School District of Philadelphia (Rogers and Feller, 2018). Following the setup in Basse and Feller (2017), we focus on a subset of this experiment with N = 8, 654 students in K = 3, 876 multi-student households, of which K 1 = 2, 568 were treated.…”

Section: Application To a School Attendance Experimentsmentioning

confidence: 99%

Randomization tests of causal effects under interference

2019

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Many causal questions involve interactions between units, also known as interference, for example between individuals in households, students in schools, or firms in markets. In this paper we formalize the concept of a conditioning mechanism, which provides a framework for constructing valid and powerful randomization tests under general forms of interference. We describe our framework in the context of two-stage randomized designs and apply our approach to a randomized evaluation of an intervention targeting student absenteeism in the School District of Philadelphia. We show improvements over existing methods in terms of computational and statistical power. arXiv:1709.08036v3 [stat.ME]

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Reducing student absences at scale by targeting parents’ misbeliefs

Cited by 168 publications

References 43 publications

Nudging in education

Nudging in education

Public Policy and Behavior Change

Randomization tests of causal effects under interference

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