Can Schools Enable Parents to Prevent Summer Learning Loss? A Text-Messaging Field Experiment to Promote Literacy Skills

Authors
Matthew Kraft,
Manuel Monti-Nussbaum
Year of publication
2017
Publication
The ANNALS of the American Academy of Political and Social Science
The vast differences in summer learning activities among children present a substantial challenge to providing equal educational opportunity in the United States. Most initiatives aimed at reversing summer learning loss focus on school- or center-based programs. This study explores the potential of enabling parents to provide literacy development opportunities at home as a low-cost alternative. We conduct a randomized field trial of a summer text-messaging pilot program for parents focused on promoting literacy skills among first through fourth graders. We find positive effects on reading comprehension among third and fourth graders, with effect sizes of .21 to .29 standard deviations, but no effects for first and second graders. Texts also increased attendance at parent-teacher conferences but not at other school-related activities. Evidence to inform future efforts to reverse summer learning loss is provided by parents’ responses to a follow-up survey.
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Suggested Citation:

Kraft, M., & Monti-Nussbaum, M. (2017). Can Schools Enable Parents to Prevent Summer Learning Loss? A Text-Messaging Field Experiment to Promote Literacy Skills. The ANNALS of the American Academy of Political and Social Science