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Helping Parents Navigate the Early Childhood Education Enrollment Process: Experimental Evidence from New Orleans

Educational evaluation and policy analysis, 2020-09, Vol.42 (3), p.307 [Peer Reviewed Journal]

ISSN: 0162-3737 ;EISSN: 1935-1062 ;DOI: 10.3102/0162373720922237

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Title:
Helping Parents Navigate the Early Childhood Education Enrollment Process: Experimental Evidence from New Orleans
Author: Weixler, Lindsay ; Valant, Jon ; Bassok, Daphna ; Doromal, Justin B ; Gerry, Alica
Subjects: Access to Information ; Administrators ; At Risk Students ; Audits (Verification) ; Barriers ; Communication Strategies ; Early Intervention ; Educational Policy ; Eligibility ; Enrollment ; Information Dissemination ; Knowledge Level ; Low Income Groups ; Parents ; Preschool Education ; Program Effectiveness ; School Registration ; Telecommunications
Is Part Of: Educational evaluation and policy analysis, 2020-09, Vol.42 (3), p.307
Description: Enrolling in publicly funded early childhood education involves searching for programs, applying, verifying eligibility, and registering with the program. Many families do not complete this process, despite demonstrated interest. In this study, we assessed support for families as they verify eligibility as a means for increasing enrollment completion rates. Working with district administrators, we randomly assigned families to receive either (a) the district's usual, modest communications; (b) the usual communications plus weekly text message reminders with a formal tone; or (c) the usual communications plus weekly personalized, friendly text message reminders. Text message reminders increased verification rates by seven percentage points (regardless of tone), and personalized messages increased enrollment rates for some groups. Exchanges between parents and administrators revealed the obstacles parents confronted.
Publisher: SAGE Publications
Language: English
Identifier: ISSN: 0162-3737
EISSN: 1935-1062
DOI: 10.3102/0162373720922237
Source: ERIC Full Text Only (Discovery)

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Helping Parents Navigate the Early Childhood Education Enrollment Process: Experimental Evidence from New Orleans

ISSN: 0162-3737 ;EISSN: 1935-1062 ;DOI: 10.3102/0162373720922237

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