Research has shown that simple, low-cost interventions can have an outsized impact on critical student outcomes. In recent studies, education researchers have targeted the effect of parent and student engagement on areas like attendance, academic performance, and college matriculation—and found that text messaging provides a channel for delivering timely, accessible information to key stakeholders.
The text messaging model...is a strategy to consolidate and personalize complex information and to facilitate connections between students, families, and school officials. (Castleman 2014)
The findings are similar across grade levels, geography, and socioeconomic groups: texting allows schools to reach and engage parents about student learning. In Bergman (2015), researchers designed a program that sent families regular updates about student progress, resulting in improvements in areas like GPA and standardized test scores. Furthermore, when asked how they preferred to receive messages from their child’s school, 79% of families selected text messages; 13% of families requested emails, and only 8% requested phone calls
More information allows parents to induce more effort from their children, which translates into significant gains in achievement. (Bergman 2015)
Using Remind for Targeted Interventions
As the primary communication channel in these studies, text messaging has several advantages, including the ubiquity and accessibility of cell phones as well as higher open rates and engagement. However, effective interventions also require the ability to target specific audiences and track engagement over time.
Along with text message notifications, Remind offers a School and District plan that allows administrators to automatically create classes, monitor reach and engagement across their communities, and support a wide range of message types and content.
With students from diverse backgrounds, Milwaukee Public Schools implemented Remind districtwide to improve family engagement with individualized communication.
Our challenge was figuring out a way for families to connect with the person they view as the most important person in our district: their child’s teacher.
– Danielle Costello, Family & Community Engagement Specialist
At Poinciana High School, the Student Services Department used Remind to reach and support a pilot group of chronically absent students, improving attendance by 60%.
I could use our content management system to connect with students, but bottom line: it’s not as user-friendly as Remind.
– Michael Meechin, principal
- Kraft, 2013. The Effect of Teacher-Family Communication on Student Engagement: Evidence from a Randomized Field Experiment.
Bergman, 2015. Parent-Child Information Frictions and Human Capital Investment: Evidence from a Field Experiment.
* Castleman, 2014. Summer Nudging: Can Personalized Text Messages and Peer Mentor Outreach Increase College Going Among Low-Income High School Graduates?