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- W4224231349 startingPage "102262" @default.
- W4224231349 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." @default.
- W4224231349 created "2022-04-26" @default.
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- W4224231349 date "2022-06-01" @default.
- W4224231349 modified "2023-10-16" @default.
- W4224231349 title "Engaging girls in math: The unequal effects of text messaging to help parents support early math development" @default.
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- W4224231349 doi "https://doi.org/10.1016/j.econedurev.2022.102262" @default.
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