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

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

Economics of Education Review, 2022, vol. 88, issue C

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.

Keywords: Educational economics; Human capital; Behavioral economics; Early childhood education; Randomized controlled trials (search for similar items in EconPapers)
JEL-codes: I21 I24 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0272775722000395
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:88:y:2022:i:c:s0272775722000395

DOI: 10.1016/j.econedurev.2022.102262

Access Statistics for this article

Economics of Education Review is currently edited by E. Cohn

More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Catherine Liu ().