The Effect of Messaging on School Attendance
School absenteeism is a critical issue in many K-12 districts. There have been previous studies that have looked at the problem but they have focused on at-risk students in under-achieving districts. This study looked at the same problem at the other end of the spectrum: why do some of the top students in high performance schools miss classes consistently? And can messaging be used to boost attendance rates? Our hypothesis is that a large fraction of the absences at the higher end of the performance curve are strategic absentees: those who cut a class as a need to prepare for another one. This subcategory of chronic absenteeism is the focus of this paper. This subcategory differs in their academic motivation and attendance patterns from those studied earlier. We examined four different communication models: direct and indirect communication using both positive and negative information. The results, though preliminary, were unexpected: (i) none improved attendance, (ii) most seemed to marginally worsen it, contrary to previous results, and (iii) likely due to reactance.