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Evaluating Behaviorally Informed Messaging to Improve Preschool Attendance

Principal Investigator

Ariel Kalil & Michelle Michelini – University of Chicago

Project Description

This study evaluates the causal impact of behaviorally informed text messaging on preschool attendance and parental engagement. Using a randomized controlled trial, approximately 1,200 families with children ages three through five in subsidized preschool programs will be assigned to either receive a series of targeted text messages or continue with standard communication practices. The intervention includes three to four weekly messages designed to address cognitive barriers to attendance through goal-setting prompts, planning supports, and feedback on attendance patterns. The study will measure outcomes using administrative attendance records and parent surveys to assess both behavioral changes and shifts in parental beliefs. The research will also explore variation in impacts across subgroups and examine how messaging strategies influence engagement and attendance behaviors.

Research Questions

  • What is the impact of behaviorally informed parent messaging on preschool attendance and chronic absenteeism?
  • How do the effects of messaging vary across families (e.g., by parent beliefs, education, language, and child characteristics)?
  • What is the impact of messaging on parent beliefs, perceptions, and attitudes about preschool attendance?

Status

In Progress

Study Type

RCT

Grantee

University of Chicago Behavioral Insights and Parenting Lab

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Young boy sits in desk at school

Courtesy of TalkingPoints

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