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Supporting Language Development through a Texting Program: Initial Results from Denmark

Author

Listed:
  • Susanna Loeb

    (Center for Education Policy Analysis, Stanford)

  • Michala Iben Riis-Vestergaard

    (Abdul Latif Jameel Poverty Action Lab, MIT)

  • Marianne Simonsen

    (Department of Economics and Business Economics, Aarhus University)

Abstract

This paper presents the results from a large-scale family-level randomized controlled trial evaluation of a texting program, TipsbyText, which had as its primary goal to enhance child language development through supporting parents and caregivers in creating playful, language stimulating activities. The program was delivered to parents of children aged 3-6 in Danish preschools and the evaluation combines the data from the randomized controlled trial with population-level register-based data. We measure outcomes immediately after program delivery and at one-year follow-up. While the program was generally well liked by parents and delivered as intended with relatively low dropout, TipsByText did not affect children’s language development, neither for the full sample, nor for any pre-defined subgroups. We discuss possible reasons for the lack of positive effects.

Suggested Citation

  • Susanna Loeb & Michala Iben Riis-Vestergaard & Marianne Simonsen, 2023. "Supporting Language Development through a Texting Program: Initial Results from Denmark," Economics Working Papers 2023-01, Department of Economics and Business Economics, Aarhus University.
    • Handle: RePEc:aah:aarhec:2023-01
    as

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    File URL: https://repec.econ.au.dk/repec/afn/wp/23/wp23_01.pdf
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    References listed on IDEAS

    as
    1. Christopher Doss & Erin M. Fahle & Susanna Loeb & Benjamin N. York, 2019. "More Than Just a Nudge: Supporting Kindergarten Parents with Differentiated and Personalized Text Messages," Journal of Human Resources, University of Wisconsin Press, vol. 54(3), pages 567-603.
    2. Anderson, Michael L., 2008. "Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects," Journal of the American Statistical Association, American Statistical Association, vol. 103(484), pages 1481-1495.
    3. Esping-Andersen, Gosta & Garfinkel, Irwin & Han, Wen-Jui & Magnuson, Katherine & Wagner, Sander & Waldfogel, Jane, 2012. "Child care and school performance in Denmark and the United States," Children and Youth Services Review, Elsevier, vol. 34(3), pages 576-589.
    4. Susan E. Mayer & Ariel Kalil & Philip Oreopoulos & Sebastian Gallegos, 2019. "Using Behavioral Insights to Increase Parental Engagement: The Parents and Children Together Intervention," Journal of Human Resources, University of Wisconsin Press, vol. 54(4), pages 900-925.
    5. James Heckman & Pedro Carneiro, 2003. "Human Capital Policy," NBER Working Papers 9495, National Bureau of Economic Research, Inc.
    6. Jens Ludwig & Sendhil Mullainathan & Jann Spiess, 2019. "Augmenting Pre-Analysis Plans with Machine Learning," AEA Papers and Proceedings, American Economic Association, vol. 109, pages 71-76, May.
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    8. Douglas Almond & Janet Currie & Valentina Duque, 2018. "Childhood Circumstances and Adult Outcomes: Act II," Journal of Economic Literature, American Economic Association, vol. 56(4), pages 1360-1446, December.
    Full references (including those not matched with items on IDEAS)

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    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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