Parent-Teacher Meetings and Student Outcomes: Evidence from a Developing Country


We conduct a randomized field experiment involving regularly scheduled face-to-face
meetings between teachers and parents over a period of two academic years. At each
of these meetings, the teacher provided the parents with a report card and discussed
the child’s academic progress. We find that the overall test scores of the students in the
treatment schools compared to control schools increased by 0.26 SD in the first year, and
0.38 SD by the end of the second year. The program also resulted in improvements in both
student attitudes and behavior, and teachers’ pedagogical practices. The intervention encouraged parents to spend more time assisting their children and monitoring their school
work. The treatment effects are robust across parental, teacher, and school-level characteristics, and the findings indicate that programs for stimulating parent–teacher interactions
are cost-effective, easy to implement, and easy to scale up.

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