| Field | Before | After |
|---|---|---|
| Field Study Withdrawn | Before | After No |
| Field Intervention Completion Date | Before | After December 31, 2018 |
| Field Data Collection Complete | Before | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After 181 |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Final Sample Size: Total Number of Observations | Before | After 1,187 |
| Field Final Sample Size (or Number of Clusters) by Treatment Arms | Before | After 348 control, 122 math app, 239 MKit, 239 growth mindset, 239 present bias. |
| Field Public Data URL | Before | After https://www.openicpsr.org/openicpsr/project/176341/version/V2/view |
| Field Is there a restricted access data set available on request? | Before | After Yes |
| Field Restricted Data Contact | Before | After [email protected] |
| Field Program Files | Before | After Yes |
| Field Program Files URL | Before | After https://www.openicpsr.org/openicpsr/project/176341/version/V2/view |
| Field Data Collection Completion Date | Before | After March 01, 2020 |
| Field Is data available for public use? | Before | After Yes |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After Math skill in early childhood is a key predictor of future academic achievement. Parental engagement in math learning contributes to the growth of children’s math skills during this period. To help boost parent-child engagement in math activities and children’s math skills, we conducted an RCT lasting 12 weeks with 758 low-income preschoolers (3-5 years old) and their primary caregivers. Parents were randomized into five groups: 1) a control group, and groups that received 2) a digital tablet with math apps for children; 3) analog math materials for parents to use with children, 4) analog math materials with weekly text messages to manage parents’ present bias; and 5) analog math materials with weekly text messages to increase parents’ growth mindset. Relative to the control group, neither the analog math materials alone nor the analog materials with growth mindset messages increased child math skills during the intervention period. However, the analog math materials combined with messaging to manage present bias and the digital tablet with math apps increased child math skills by about 0.20 standard deviations (p=.10) measured six months after the intervention. These two treatments also significantly increased parents’ self-reported time engaged in math activities with their children. |
| Field Paper Citation | Before | After Mayer, S., Kalil, A., Delgado, W., Liu, H., Rury, D., & Shah, R. (2023). Boosting parent- child math engagement and preschool Children’s math skills: Evidence from an RCT with low-income families. Economics of Education Review, 95, 102436. |
| Field Paper URL | Before | After https://www.sciencedirect.com/science/article/pii/S0272775723000833 |