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Christopher Doss

Christopher Doss, Hans Fricke, Susanna Loeb, Justin B. Doromal.

This study assesses the effects of two text messaging programs for parents that aim to support the development of math skills in prekindergarten students. One program focuses purely on math, while the other takes an identical approach but focuses on a combination of math, literacy, and social-emotional skills. We find no evidence that the math-only program benefits children’s math development. However, the combination program shows greater promise, particularly for girls. Quantile regressions indicate that the effects are concentrated in the lower half of the outcome distribution. We discuss and provide evidence for various hypotheses that could explain these differences.

Highlights:

  • We test the effects of two text messaging curricula that leverage behavioral economics principles to help parents support the math development of prekindergarteners in the home.
  • We find that a program that cycles through literacy, mathematics, and social-emotional skills increases math achievement for girls, while a program focusing solely on mathematics has no effects.
  • Benefits for girls are concentrated on those with weaker performance on mathematics assessments.
  • We posit potential mechanisms based on the literature.

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Anne Podolsky, Linda Darling-Hammond, Christopher Doss, Sean Reardon.

Despite wide achievement gaps across California between students from different racial and socioeconomic backgrounds, some school districts have excelled at supporting the learning of all their students. This analysis identifies these positive outlier districts—those in which students of color, as well as White students, consistently achieve at higher levels than students from similar racial/ethnic backgrounds and from families of similar income and education levels in most other districts. These results are predicted, in significant part, by the qualifications of districts’ teachers, as measured by their certification and experience. In particular, the proportion of underprepared teachers—those teaching on emergency permits, waivers, and intern credentials—is associated with decreased achievement for all students, while teaching experience is associated with increased achievement, especially for students of color.

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