Effects Academic Skills on Second Year Participants, by Median of Prekindergarten Baseline Skills Distribution
| Model 1 | ||
|---|---|---|
| General Text Treatment (1) | Personalized Text Treatment (2) | |
| Panel A: Below Median of Baseline Skills (N = 165) | ||
| Reading level (ordinal logit) | 0.5437 (0.6224) | 0.6644 (0.4397) |
| Reading level (standardized point scale) | 0.1414 (0.1316) | 0.1426 (0.1253) |
| Exceeds expectations | 0.0739 (0.0764) | 0.1628* (0.0735) |
| Meets or exceeds expectations | 0.148 (0.1012) | 0.148 (0.1012) |
| Approaches, meets, or exceeds expectations | 0.1727 (0.1415) | 0.0261 (0.1114) |
| Panel B: Above Median of Baseline Skills (N = 166) | ||
| Reading level (ordinal logit) | −0.6473 (0.5700) | 0.4734 (0.3280) |
| Reading level (standardized point scale) | −0.0168 (0.2394) | 0.2114 (0.2254) |
| Exceeds expectations | 0.0045 (0.1117) | 0.0645 (0.0726) |
| Meets or exceeds expectations | −0.1269 (0.0909) | 0.0714 (0.0664) |
| Approaches, meets, or exceeds expectations | 0.011 (0.0847) | 0.0739 (0.0555) |
Notes: Each pair of cells represents the results of a separate regression of the treatment effect on the relevant academic outcome. Column headers indicate the model components. The reference category is the control group. Row headers indicate the academic outcome. Panel headers indicate the subsample. All models include the covariates detailed in Table 3, including randomization site fixed effects, control for text message language, factors of baseline survey questions, and administrative covariates. Source data are district test files of the Fountas and Pinnell Benchmark Assessment System in fall of first grade. Baseline skills were calculated from performance on the Phonological Awareness Literacy Screening administered in fall of 2013. Standard errors are clustered by randomization site. +p < 0.10,
↵* p < 0.05, **p < 0.01, ***p < 0.001.