SENDING texts to parents about their children’s homework and upcoming tests is an effective way of improving school results, according to experts.

Danielle Mason, head of research at the Education Endowment Foundation (EEF), said a study showed texting had a bigger impact than more expensive measures such as individual tuition over the internet.

Her comments to Holyrood’s education committee follow an EEF-funded trial last year which looked at a range of initiatives to improve results.

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Academics from Bristol and Harvard universities evaluated a project where weekly texts were sent to parents alerting them to upcoming tests, missing homework and updates on subjects being studied.

The trial involved 15,700 pupils at 36 secondary schools in England with the schools sending an average of 30 texts to each parent during the course of the academic year – about one a week.

The study also found a reduction in absenteeism of an average of half a day per year among the pupils whose parents were involved.

Ms Mason told the committee: “There is a challenge around engaging parents that you want to reach and a challenge around the types of intervention that are going to be effective so it is difficult for schools to find ways to get really good parental engagement.

“However, we tested an intervention where parents were texted with prompts to encourage them to engage with their children’s homework or tests that children have coming up.

“It was very low cost and had an impact on both attainment and attendance so there are things that schools can try to increase that engagement.”

Ms Mason went on to suggest the best teachers should be given financial incentives to encourage them to work in schools in more disadvantaged areas.

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Gillian Martin, MSP for Aberdeenshire East, asked her: “It is very difficult to get the best teachers to the schools that needs them where you have a culture or a reputation of not achieving or that it is difficult to work there.

“How can we bridge that reputational thing and encourage the best teachers to apply for jobs in those areas.”

Ms Mason said: “There is some evidence from the US that financial incentives for teachers to move to schools in more disadvantaged areas has some impact on attainment.

“There is also good quality evidence on the importance of professional development to build the skills and capacity of teachers that are already there.”