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Helping parents navigate the early childhood enrollment process: Experimental evidence from New Orleans

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: (1) the district's usual, modest communications, (2) the usual communications plus weekly text-message reminders with a formal tone, or (3) 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. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Louisiana

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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