Home learning experiences of young children vary dramatically. Such disparities are troubling given strong links between early home environments and children’s development of motor, social, emotional, literacy, and numeracy skills, which are critical for later success. The Annenberg Institute Labs Parent Engagement via Text Messaging Research Project seeks to identify barriers that hinder beneficial parenting practices and approaches to overcoming those barriers by testing a set of interventions for parents of young children across the United States.
The past 10 years have been a period of remarkable transformation for California’s PreK-12 public school system. The state has enacted sweeping changes to academic standards and assessments, and has also made dramatic shifts to its approach to resource allocation, decision-making authority, and accountability.
As the state embarks on its next chapter of education policy, a thorough analysis of the PreK-12 system and how recently adopted reforms are working is again necessary to inform the decisions policymakers will make for the next 10 years.
This project will comprehensively examine the effects of public investments on inequality in family behavior and children's academic learning. Recent research identifies significant class gaps in “parental investments,” defined by expenditures and time with children, as well as in children’s academic achievement. Public investments in children and families, though increasingly under threat, have the potential to reduce class gaps in child investments both by providing a “floor” of investment and potentially freeing low-income parents to reallocate expenditures and time use from basic necessities and basic care to development investment.
Project PI: Margot Jackson