Chronic absence is a nationwide problem, even among young students. Those with poor attendance are more likely to face challenges later in school and in life. This study tested four versions of an adaptive text messaging strategy to see which, if any, would reduce chronic absence. The study compared two approaches to basic messaging and two approaches to intensified messaging, to learn how a texting strategy might work best. Students in the messaging groups were compared to students whose parents received no messages to rigorously assess whether the messaging improved attendance and achievement. This one-page "Study Highlights" briefly presents the key findings to the study: (1) All four versions of the adaptive text messaging strategy reduced chronic absence; (2) The two approaches to basic messaging were similarly effective at reducing chronic absence, but one approach to intensified messaging was better than the other for certain students; and (3) The text messaging strategy did not improve achievement. [For the full report "Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Evaluation Report. NCEE 2020-006," see ED607613. For the appendices "Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Appendix. NCEE 2020-006a," see ED607614.]