Compliance by Type of Text Message
| All | Attendance | Behavior | Grades | General | |
|---|---|---|---|---|---|
| (1) | (2) | (3) | (4) | (5) | |
| Panel A: Text Messages Sent | |||||
| T | 43.960*** | 29.966*** | 6.715*** | 7.326*** | –0.047 |
| [0.704] | [0.447] | [0.085] | [0.130] | [0.079] | |
| Panel B: Text Messages Received | |||||
| T | 26.341*** | 17.646*** | 4.506*** | 4.337*** | –0.148 |
| [0.777] | [0.452] | [0.122] | [0.127] | [0.123] | |
| Observations | 2,011 | 2,011 | 2,011 | 2,011 | 2,011 |
| Control mean messages sent | 5.520 | 0.000 | 0.000 | 0.000 | 5.520 |
| Control mean messages received | 3.741 | 0.000 | 0.000 | 0.000 | 3.741 |
| Proportion text messages received/sent (among treated) | 0.645 | 0.623 | 0.634 | 0.632 | 0.638 |
| Proportion of messages across type (sent) | 0.549 | 0.123 | 0.131 | 0.198 | |
| Proportion of messages across type (received) | 0.527 | 0.133 | 0.126 | 0.213 | |
Notes: “Text messages sent” refers to the cumulative number of text messages sent to student’s parents. “Text messages received” refers to the cumulative number of text messages with a confirmed delivery status. Columns 2–5 report the Tic coefficient of Equation 1 with the annual number of each type of text message as the dependent variable. Column 1 adds all types of text messages. Attendance, grades, and classroom behavior text messages were sent only to the treatment group. General text messages were sent to all treatment and control individuals. All models include the baseline math grade, attendance rate as control variables, classroom (randomization strata), and year fixed effects. If baseline values of baseline math grade/attendance were missing, we imputed them using the classroom-level mean and added an indicator variable for these imputed observations. Standard errors are clustered at the classroom level (shown in brackets). Significance: *p < 0.1, **p < 0.05, ***p < 0.01.