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Research ArticleArticles
Open Access

Reducing Parent–School Information Gaps and Improving Education Outcomes

Evidence from High-Frequency Text Messages

View ORCID ProfileSamuel Berlinski, View ORCID ProfileMatias Busso, View ORCID ProfileTaryn Dinkelman and View ORCID ProfileClaudia Martínez A.
Journal of Human Resources, July 2025, 60 (4) 1284-1322; DOI: https://doi.org/10.3368/jhr.1121-11992R2
Samuel Berlinski
Samuel Berlinski is a Principal Economist at the Research Department of the Inter-American Development Bank and an IZA Research Fellow .
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  • ORCID record for Samuel Berlinski
  • For correspondence: samuelb{at}iadb.org
Matias Busso
Matias Busso is a Principal Economist at the Research Department of the Inter-American Development Bank .
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  • ORCID record for Matias Busso
  • For correspondence: mbusso{at}iadb.org
Taryn Dinkelman
Taryn Dinkelman is the Loughrey Associate Professor of Economics at the University of Notre Dame, a Faculty Research Associate at NBER, BREAD, CEPR, and IZA, and a J-PAL affiliated professor (corresponding author: ).
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  • ORCID record for Taryn Dinkelman
  • For correspondence: tdinkelm{at}nd.edu
Claudia Martínez A.
Claudia Martínez A. is a Full Professor at the Department of Economics of Pontificia Universidad Católica de Chile, a J-PAL affiliated professor, and Millennium Nucleus on Intergenerational Mobility: From Modelling to Policy (MOVI) [NCS2021072] .
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  • For correspondence: clmartineza{at}uc.cl
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Journal of Human Resources: 60 (4)
Journal of Human Resources
Vol. 60, Issue 4
1 Jul 2025
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Reducing Parent–School Information Gaps and Improving Education Outcomes
Samuel Berlinski, Matias Busso, Taryn Dinkelman, Claudia Martínez A.
Journal of Human Resources Jul 2025, 60 (4) 1284-1322; DOI: 10.3368/jhr.1121-11992R2

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Reducing Parent–School Information Gaps and Improving Education Outcomes
Samuel Berlinski, Matias Busso, Taryn Dinkelman, Claudia Martínez A.
Journal of Human Resources Jul 2025, 60 (4) 1284-1322; DOI: 10.3368/jhr.1121-11992R2
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  • Article
    • Abstract
    • I. Introduction
    • II. Setting
    • III. Experimental Design
    • IV. Data
    • V. Estimation and Experimental Validity
    • VI. Results
    • VII. Did the Text Messages Intervention Improve Parent–School Info Gaps and Change Parenting Behaviors?
    • VIII. Cost-Effectiveness, Willingness to Pay, and Potential to Scale
    • IX. Conclusions
    • Acknowledgments
    • Footnotes
    • References
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