Benjamin N. York
10 Mulberry Ct. #3
Belmont, CA 94002
NBER Working Papers and Publications
|March 2018||More than Just a Nudge: Supporting Kindergarten Parents with Differentiated and Personalized Text-Messages|
with Christopher J. Doss, Erin M. Fahle, Susanna Loeb: w24450
Recent studies show that texting-based interventions can produce educational benefits in children across a range of ages. We study effects of a text-based program for parents of kindergarten children, distinguishing a general program from one adding differentiation and personalization based on each child’s developmental level. Children in the differentiated and personalized program were 63 percent more likely to read at a higher level (p<0.001) compared to the general group; and their parents reported engaging more in literacy activities. Effects were driven by children further from average levels of baseline development indicating that the effects likely stemmed from text content.
|November 2014||One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers|
with Susanna Loeb: w20659
Large systematic differences in young children’s home learning experiences have long-term economic consequences. Many parenting programs place significant demands on parents’ time and inundate parents with information. This study evaluates the effects of READY4K!, an eight-month-long text-messaging intervention for parents of preschoolers that targets the behavioral barriers to engaged parenting. We find that READY4K! increased parental involvement at home and school by 0.15 to 0.29 standard deviations, leading to child gains in early literacy of about 0.11 standard deviations. The results point to the salience of behavioral barriers to parenting and the potential for low-cost interventions to reduce these barriers.
forthcoming in the Journal of Human Resources