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More than Just a Nudge: Supporting Kindergarten Parents with Differentiated and Personalized Text-Messages

Christopher J. Doss, Erin M. Fahle, Susanna Loeb, Benjamin N. York

NBER Working Paper No. 24450
Issued in March 2018
NBER Program(s):Children, Economics of Education

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.

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Document Object Identifier (DOI): 10.3386/w24450

 
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