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Math Is for Girls: The Unequal Effects of Text Messaging to Help Parents Support Early Math Development. EdWorkingPaper No. 20-310

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Doss, Christopher; Fricke, Hans; Loeb, Susanna – Annenberg Institute for School Reform at Brown University, 2020

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…

Descriptors: Telecommunications, Handheld Devices, Mathematics Skills, Preschool Children