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Impact on Parents of Measuring Children's Early Cognitive Skills at Home
Last registered on January 14, 2021


Trial Information
General Information
Impact on Parents of Measuring Children's Early Cognitive Skills at Home
Initial registration date
January 13, 2021
Last updated
January 14, 2021 11:56 AM EST
Primary Investigator
Innovations for Poverty Action
Other Primary Investigator(s)
PI Affiliation
Inter-American Development Bank
PI Affiliation
Innovations for Poverty Action
Additional Trial Information
On going
Start date
End date
Secondary IDs
As in-person assessments are no longer feasible because of pandemic-related lockdowns, measures of cognitive outcomes have been collected through distance assessment tests in order to monitor children's learning and measure potential impacts. A very important aspect of using distant tools with preschoolers is that parents play a key role in supporting the implementation of the assessments at home. At the same time, by being present during the phone call, parents have access to information about age-specific milestones for their children as well as the opportunity to observe their children's performance during the test. In this study we examine whether parental perceptions, expectations and knowledge about early childhood development are influenced by the administration of this procedure at home. The results will shed light on some of the impacts of performing distance assessments which are likely to become a common practice in the context of remote learning and school lockdowns.
Registration Citation
Hernandez-Agramonte, Juan Manuel, Olga Namen and Emma Naslund-Hadley. 2021. "Impact on Parents of Measuring Children's Early Cognitive Skills at Home." AEA RCT Registry. January 14. https://doi.org/10.1257/rct.6983-1.0.
Experimental Details
The remote assessment is a 20-minute questionnaire that measures early math skills (e.g. counting, number comparisons, spatial reasoning) and early literacy skills (e.g. sound identification, listening comprehension, expressive vocabulary) on children aged 4-5 years old. We adapt existing standardized tests to a phone-based instrument so that it can be administered remotely to children in their homes. Parents are required to be present with their children while the phone call is taking place which gives them the opportunity to listen to the questions and observe their children's performance.
Intervention Start Date
Intervention End Date
Primary Outcomes
Primary Outcomes (end points)
Parental perceptions of their children's abilities, parental engagement and knowledge of childhood development, parental perceptions about the quality of the child care services and parental expectations for their children's educational attainment.
Primary Outcomes (explanation)
Parental outcomes are measured using a survey administered by phone right after the children's assessment test. We plan to collect a follow-up survey to measure medium-term effects on these outcomes and other parental behaviors.
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
From a sample of 1000 households, we randomly assign half of them to a treatment group where children take a remote assessment on the phone at home to measure early cognitive skills. Children in the control group also receive a phone call but with questions that are unrelated to cognitive outcomes. This design allow us to compare parents’ responses with and without observing their child cognitive assessment at home and examine whether it has any impact on parental outcomes.

Experimental Design Details
Randomization Method
Randomization done in office by a computer
Randomization Unit
Household level
Was the treatment clustered?
Experiment Characteristics
Sample size: planned number of clusters
1000 households
Sample size: planned number of observations
1000 households
Sample size (or number of clusters) by treatment arms
There are 500 households in the treatment group and 500 households in the control group.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
According to our calculations, with a probability of error type I of 0.05, a power equal to 0.8 and 500 households per group, the minimum detectable effect is 0.1774 SD.
IRB Name
Innovations for Poverty Action
IRB Approval Date
IRB Approval Number
Post Trial Information
Study Withdrawal
Is the intervention completed?
Is data collection complete?
Data Publication
Data Publication
Is public data available?
Program Files
Program Files
Reports, Papers & Other Materials
Relevant Paper(s)