Educational interventions based on behavioral economics principles have shown promise for combatting some of the persistent disparities in education outcomes. Researchers have studied text-messaging “nudges” and found them to be successful at all levels of education, from pre-K to the transition to college.
With this in mind, Christopher Doss, Erin M. Fahle, Susanna Loeb, and Benjamin York dug deeper to look at how personalizing text messages to the recipient could make a difference. Their work aims to identify the importance of personalization and differentiation within a text-messaging program designed to help parents of kindergarteners support the literacy development of their children at home.
Continue reading “Text-Messaging Parents Can Help Kids Learn to Read—Especially If the Curriculum Is Personalized and Differentiated”
Racial and socioeconomic gaps in academic achievement begin early in life, with large gaps in skills present by the time children enter kindergarten. One factor contributing to this educational inequality is the great variation in home learning experiences.
Researchers and practitioners have taken a variety of approaches to help parents support the literacy development of their children. Examples include interventions during doctors’ visits or hosting workshops for parents at schools. Unfortunately, these traditional approaches are hampered by their relative infrequency and/or substantial demands on parents’ time.
Benjamin York, Susanna Loeb, and Christopher Doss wondered whether something as common as a text message could improve the home learning experience. “In this study, we field a randomized control trial to test the efficacy of a text messaging intervention that leverages lessons from behavioral economics on overcoming barriers to adult behavior change.”
Continue reading “Text-Messaging Program READY4K! Supports Early Literacy Development in the Home”
Recent devastating wildfires have drawn attention to how climate change is expected to make weather phenomena more unpredictable and wildfires more frequent and difficult to control. Little is known about how the accompanying air pollution affects long-term outcomes in children, who are especially vulnerable to its effects.
Maria Rosales-Rueda and Margaret Triyana analyzed the impacts of early-life exposure to the 1997 Indonesian forest fires on children’s long-term health outcomes in Indonesia. These fires were among the most intense fires in Indonesia’s history, emitting levels of particulate matter similar to the hazardous haze from agricultural burning or chronic exposure to indoor air pollution generated by the use of biomass fuels.
Continue reading “When the Fire Goes Out, Children Face Lasting Effects: Evidence from the Indonesian Forest Fires”
“Tablets and texts nudge parents to read to kids” describes a new JHR-published study aimed at finding ways to help families increase parents’ time reading to their children. The Parents and Children Together (PACT) experiment involved having parents set goals for reading time. Each family received a tablet preloaded with children’s books, and the parents received text prompts to follow up on reading goals. They also received weekly feedback on the actual amount of time they spent reading and earned digital rewards for meeting goals.
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Although there is a rich body of evidence on the effects of preschool or daycare attendance, especially for the United States, substantially less is known about critical dimensions of the quality of these services, in particular for very young children. M. Caridad Araujo, Marta Dormal, and Norbert Schady (Inter-American Development Bank) developed a research project with the goal of understanding how the quality of caregiver–child interactions in daycare affects child development.
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Studies from low-, middle-, and high-income countries show that children brought up in a more favorable early environment benefit in the long run. They are healthier, taller, have higher cognitive ability and educational attainment, and earn significantly higher wages. As a result, preschool construction programs are often assumed to hold considerable promise to increase school readiness while reducing socioeconomic gaps in human capital development. Researchers Adrien Bouguen (University of Mannheim), Deon Filmer (World Bank), Karen Macours (Paris School of Economics and INRA), and Sophie Naudeau (World Bank) examined a school construction project in Cambodia to see if this kind of effort had the desired results. They found that a poor understanding of parent response may be at the heart of the program’s disappointing results.
Continue reading “Preschool and Parents’ Reactions in a Developing Country: Evidence from a School Construction Experiment in Cambodia”
Because experiences in early childhood are known to influence child development, preschool programs are often viewed as policy interventions with the most potential to improve the prospects of children from low-income families. In a new study, Owen Thompson (University of Wisconsin, Milwaukee) examined the impact of Head Start on a variety of socioeconomic outcomes for participants through age 48.
Continue reading “Head Start’s Long-Run Impact”