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Research ArticleArticle

More than Just a Nudge: Supporting Kindergarten Parents with Differentiated and Personalized Text-Messages

Christopher Doss, Erin M. Fahle, Susanna Loeb and Benjamin N. York
Published online before print January 04, 2018, 0317-8637R; DOI: https://doi.org/10.3368/jhr.54.3.0317-8637R
Christopher Doss
An Associate Policy Researcher at the RAND Corporation.
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Erin M. Fahle
A graduate student at the Stanford Graduate School of Education.
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Susanna Loeb
Barnett Family Professor of Education at the Stanford Graduate School of Education.
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Benjamin N. York
Benjamin N. York is the founder and Chief Executive Officer of ParentPowered Technologies.
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Abstract

Recent studies show that texting-based interventions can produce educational benefits in children across a range of ages. We study effects of a text-based program for parents of kindergarten children, distinguishing a general program from one adding differentiation and personalization based on each child’s developmental level. Children in the differentiated and personalized program were 63 percent more likely to read at a higher level (p<0.001) compared to the general group; and their parents reported engaging more in literacy activities. Effects were driven by children further from average levels of baseline development indicating that the effects likely stemmed from text content.

JEL Codes
  • C93
  • D91
  • I21

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Journal of Human Resources: 60 (3)
Journal of Human Resources
Vol. 60, Issue 3
1 May 2025
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More than Just a Nudge: Supporting Kindergarten Parents with Differentiated and Personalized Text-Messages
Christopher Doss, Erin M. Fahle, Susanna Loeb, Benjamin N. York
Journal of Human Resources Jan 2018, 0317-8637R; DOI: 10.3368/jhr.54.3.0317-8637R

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More than Just a Nudge: Supporting Kindergarten Parents with Differentiated and Personalized Text-Messages
Christopher Doss, Erin M. Fahle, Susanna Loeb, Benjamin N. York
Journal of Human Resources Jan 2018, 0317-8637R; DOI: 10.3368/jhr.54.3.0317-8637R
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Keywords

  • C93
  • D91
  • I21
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