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”
Two trends are often observed as a country develops: a decline in family size and a rise in education attainment. Are they related? In particular, could the fall in family size be one reason for the increase in education levels? Hui Ren Tan (Boston University) considered this question within the context of the 19th and early 20th century United States.
Continue reading “Having More Siblings Reduces Education Attainment, but Not by Much”
Compensatory education policies—policies aimed at offsetting educational inequalities between socially and academically disadvantaged children and more advantaged students—are widely used and represent a significant part of public education spending in many countries. In France, they correspond to about ten percent of the annual spending per pupil. They provide underprivileged schools with additional resources to compensate for social and academic disadvantages. In a new JHR paper, Laurent Davezies (CREST) and Manon Garrouste (University of Lille) propose some evidence to explain why these programs are often not working as intended.
Continue reading “Unintended Consequences—How Targeting Schools for Special Benefits in France Can Do More Harm Than Good”
The idea of holding schools accountable for students’ performance has stood at the center of school-reform efforts in the United States for more than two decades. One of the many questions that have been raised is whether accountability efforts could backfire by driving good teachers out of poorly rated schools, creating a vicious cycle for principals attempting to turn their institutions around.
Continue reading “Poorly Rated NYC Schools Attract Better Teachers”
While it’s now generally accepted that teacher quality is the most important element of a good school, research has failed to convincingly identify the characteristics of effective teachers. Because of this limitation, it’s also been difficult to explain the contribution of schools to the large variation in international test scores across countries. Eric A. Hanushek, Marc Piopiunik, and Simon Wiederhold looked at data from 31 mostly developed countries for some answers. They found that teachers’ cognitive skills can explain a significant portion of the international differences.
Continue reading “Smart Teachers, Smart Kids—An International Study of Who Teaches the Best-Testing Kids”
“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.
According to one of the researchers, Susan Mayer, a professor at the University of Chicago Harris School of Public Policy, the goal was to create a program using behavioral tools “to help parents overcome cognitive roadblocks to spending time reading to their children.”
The researchers report two key findings:
“Parents in the treatment group doubled the amount of time they spent reading to their child.”
“Parents in the treatment group read an average of almost five books per week, while those who were not, read an average of two or three.”
For the full study, see “Using Behavioral Insights to Increase Parental Engagement: The Parents and Children Together Intervention,” by Susan E. Mayer, Ariel Kalil, Philip Oreopoulos and Sebastian Gallegos.
Photo credit: Robert Kozloff, University of Chicago
One decade after high school completion, only 14 percent of low-income students in the United States have attained a bachelor’s degree, compared to 60 percent or more of their higher income peers. This stark difference is driven by gaps in both college access and college success, and it’s not explained away by differences in academic readiness for college. Recent research by Lindsay C. Page, Stacy S. Kehoe, Benjamin L. Castleman, and Gumilang Sahadewo examines how one “comprehensive support” program aims to make a difference.
Continue reading “Too many low-income college students don’t graduate, but a program that aims to address all challenges can help”
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.
Continue reading “Higher quality interactions between caregivers and children in daycare improve child development”
As the U.S. Department of Education proposes rolling back the Gainful Employment rules regulating for-profit and vocational education programs, accurate estimates of the earnings outcomes and debt incurred by students in these programs are essential for judging the merits of various policy options. Researchers Stephanie Riegg Cellini and Nicholas Turner generated comprehensive new estimates of the labor market outcomes and debt incurred by students in vocational certificate programs in the for-profit sector.
Continue reading “For-Profit Colleges—Students Pay More, Get Less”