More than Just a Nudge: Supporting Kindergarten Parents with Differentiated and Personalized Text-Messages
Christopher Doss, Erin M. Fahle, Susanna Loeb, Benjamin N. York · National Bureau of Economic Research · 2018
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.