Personalized messages—sent via email, text message, robocall, or letters by mail—are a low-effort, low-cost strategy designed to improve attendance by providing families and caregivers with transparent, real-time information about their student’s
This national randomized study finds that low-cost personalized attendance messages to caregivers significantly reduced student absences in rural districts and represent a scalable, cost-effective strategy for improving attendance.
This multi-site randomized study finds that personalized digital attendance messages reduced student absences by 2.4% across rural districts, demonstrating the effectiveness of low-cost informational nudges within a rural research network model.
This study shows that sustained content literacy instruction improves second-grade reading comprehension primarily by building interconnected networks of domain-specific vocabulary over time.
This study shows how combining human scoring with automated text analysis can deepen understanding of writing intervention impacts by revealing the linguistic and cognitive mechanisms behind improved student writing.
This study shows that families engage with educational technology in distinct ways—and that multilingual, two-way text messaging is especially effective for supporting equitable family engagement in linguistically diverse communities.
This study shows that modeling item parameter drift with the Explanatory Item Response Model reveals durable transfer effects of a content literacy intervention, with especially strong and persistent gains on untaught vocabulary words.
This study shows that adding structured supplements to a single read-aloud lesson significantly improves third graders’ domain-specific reading comprehension by increasing teachers’ use of academic vocabulary and schema-building dialogue.
This study shows that a Tier 1 content literacy intervention significantly improves early-grade English learners’ argumentative writing and supports reading development through gains in academic vocabulary and oral language proficiency.
This study shows that a sustained, spiraled content literacy curriculum from Grades 1–3 produces lasting gains in reading, science comprehension, and mathematics that persist through Grade 4.
