The Effect of Teacher–Family Communication on Student Engagement: Evidence From a Randomized Field Experiment

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How researchers see this paper

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Behavioral Economics of Education: Progress and Possibilities (2015, unknown): “Kraft and Dougherty (2013) Daily phone calls/text messages to parents of 6th and 9th grade students at MATCH charter school in Boston.”
The Underutilized Potential of Teacher-to-Parent Communication: Evidence from a Field Experiment (2015, background): “These counterintuitive results are consistent with previous findings that, unlike younger students, high schoolers can become less willing to participate in class as a result of teachers communicating more with their parents (Kraft & Dougherty 2013).”
The impacts of student-, teacher- and school-level factors on mathematics achievement: an exploratory comparative investigation of Singaporean students and the USA students (2016, background): “There are general agreements on the impacts of student-/teacher-/school-level effects on student achievement (Coleman, 1990; Greenwald, Hedges, & Laine, 1996; Hanushek, 1986; Kraft & Dougherty, 2013; Murnane, 1981; Strand, 2010).”
Connect-Text: Leveraging Text-Message Communication to Mitigate Chronic Absenteeism and Improve Parental Engagement in the Earliest Years of Schooling (2018, background): “Encouragingly, evidence suggested that interventions can be effective in increasing student attendance (Helm & Burkett, 1989; Kraft & Dougherty, 2013; Licht, Gard, & Guardino, 1991; Roderick, et al., 1997).”