TC’s Peter Bergman writes in The Conversation about the results of a study in which he sent detailed, frequent text messages to parents about their child’s missed assignments and grades. “Parents responded by communicating with the school more often and motivating their children to do the work: students turned in 25 percent more assignments, which led to significant improvements in grades and evidence of increased math scores.” Bergman writes. But just sending the information to parents may not be enough. “Supplying just-in-time support to families is key.” 

To read Bergman's piece, go here:  http://bit.ly/1qEXYXg 

Bergman, a former New York City Teaching Fellow in middle school special education, is an assistant professor of Economics and Education who studies the effectiveness of low-cost, scalable interventions designed to improve financial and education outcomes for low-income families. He also has tested large-scale programs aimed at reducing school segregation, improving access to financial aid, and engaging parents.​

Published Monday, May 23, 2016