Behavioral nudges, in the form of text messages and special academic counseling, can make significant differences in student outcomes. Author Susan Dynarski catalogs a few of the more effective programs. Among them are Eric Bettinger's study of academic coaching and Susanna Loeb's preschool literacy text study.
There are enormous inequalities in education in the United States. A child born into a poor family has only a 9 percent chance of getting a college degree, but the odds are 54 percent for a child in a high-income family. These gaps open early, with poor children less prepared than their kindergarten classmates.
How can we close these gaps? Contentious, ambitious reforms of the education system crowd the headlines: the Common Core, the elimination of teacher tenure, charter schools. The debate is heated and sometimes impolite (a recent book about education is called “The Teacher Wars”).
Yet as these debates rage, researchers have been quietly finding small, effective ways to improve education. They have identified behavioral “nudges” that prod students and their families to take small steps that can make big differences in learning. These measures are cheap, so schools or nonprofits could use them immediately.
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Two researchers at Stanford University, Eric P. Bettinger and Rachel Baker, analyzed an innovative counseling program in which a professional academic coach calls at-risk students to talk about time management and study skills. The coach might help a student plan how much time to spend on each class in the days approaching finals, for example. The results are impressive, with coached students more likely to stay in college and graduate. This program is more expensive than texting — $500 per student, per semester — but the effects persist for years after the coaching has ended.
Can nudges help younger children? Susanna Loeb and Benjamin N. York, both also at Stanford, developed a literacy program for preschool children in San Francisco. They sent parents texts describing simple activities that develop literacy skills, such as pointing out words that rhyme or start with the same sound. The parents receiving the texts spent more time with their children on these activities and their children were more likely to know the alphabet and the sounds of letters. It cost just a few dollars per family.
Read the full story in The New York Times.
Eric Bettinger is a professor at the Stanford Graduate School of Education and a member of Center for Education Policy Analysis.
Susanna Loeb is the Barnett Family Professor at Stanford Graduate School of Education and faculty director of the Center for Education Policy Analysis.
