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Engaging girls in math: The unequal effects of text messaging to help parents support early math development

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  • Doss, Christopher
  • Fricke, Hans
  • Loeb, Susanna
  • Doromal, Justin B.

Abstract

This study assesses the effects of two text messaging programs for parents that aim to support the development of math skills in prekindergarten students. One program focuses purely on math, while the other takes an identical approach but focuses on a combination of math, literacy, and social-emotional skills. We find no evidence that the math-only program benefits children's math development. However, the combination program shows greater promise, particularly for girls. Quantile regressions indicate that the effects are concentrated in the lower half of the outcome distribution. We discuss and provide evidence for various hypotheses that could explain these differences.

Suggested Citation

  • Doss, Christopher & Fricke, Hans & Loeb, Susanna & Doromal, Justin B., 2022. "Engaging girls in math: The unequal effects of text messaging to help parents support early math development," Economics of Education Review, Elsevier, vol. 88(C).
    • Handle: RePEc:eee:ecoedu:v:88:y:2022:i:c:s0272775722000395
    DOI: 10.1016/j.econedurev.2022.102262
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    References listed on IDEAS

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    More about this item

    Keywords

    Educational economics; Human capital; Behavioral economics; Early childhood education; Randomized controlled trials;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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