Results 7 resources
Parent-Child Information Frictions and Human Capital Investment: Evidence from a Field ExperimentBergman, P. - n.d. - 129(1)
How behavioral science can empower parents to improve children’s educational outcomesBergman, P. - 2019 - Behavioral Science & Policy, 5(1), 52–67
Parents powerfully influence their children’s educational outcomes. Yet psychological and informational barriers impede parents’ ability to engage with their children in ways that improve outcomes: parents tend to have inflated perceptions of their children’s performance, which can deter them from taking helpful steps to effectively support their learning, and parenting is complex. Limited cognitive bandwidth for coping with complexities can steer parents’ attention away from actions that...
School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic (Working Paper No. 28205)Angrist, N., Bergman, P., & Matsheng, M. - 2020 - National Bureau of Economic Research
Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment...
Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in BotswanaAngrist, N., Bergman, P., Brewster, C., & Matsheng, M. - 2020 - SSRN Electronic Journal
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week...
Limiting Learning Loss using Phone-based Programming during Covid-19 in BotswanaAngrist, N., Bergman, P., Brewstar, C., & Matsheng, M. - 2020 - The Abdul Latif Jameel Poverty Action Lab (J-PAL)
Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not.
Practical Lessons for Phone-Based Assessments of LearningAngrist, N., Bergman, P., Evans, D. K., … Letsomo, T. - 2020 - BMJ Global Health, 5(7), 16
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major...