In a Harvard Graduate School of Education study with a local charter school summer program, English teachers made daily phone calls about what was going on the classroom, how students could improve, etc. Each day the math teachers sent home text or written messages. “On average, teacher-family communication increased the odds a student completed their homework by 42% and decreased instances in which teachers had to redirect students’ attention to the task at hand by 25%. Class participation rates among 6th grade students increased by 49%.” After two weeks, they could quantify noticeable improvements in student classroom engagement and on-time homework completion. However, daily phone calls were not sustainable, not only because teachers do not have time to call each family every day, but also because parents actually stopped accepting the phone calls. Within one week, talking to a real person and completing a phone call dropped from three quarters of the calls being completed to a little more than half being completed.