Boosting a child’s literacy can be as simple as sending their parents a few text messages, but a recent study reveals a surprising finding: the number of messages matters. Researchers at Stanford and Texas A&M conducted a randomized experiment to find the optimal way to use text messaging to improve parental engagement and, in turn, children’s academic performance. Their key finding is that a program that sends three different types of messages per week is the most effective for engaging parents and improving children’s reading skills, proving that a simple, low-cost solution can make a powerful difference.
The Power of a Simple Text
The study examined a text-messaging program designed to help parents of preschoolers improve their children’s reading skills. The program sends three different types of messages, each with a specific purpose. Facts provide general information about literacy, such as, “Children need to know letters to learn how to read & write.” Tips offer actionable advice with specific examples of activities, like, “Point out the first letter in your child’s name in magazines, on signs & at the store. Make it a game.” Finally, Growth messages provide continuous encouragement to parents throughout the school year.
The study involved over 3,400 parents of preschoolers in a large urban school district in Texas, with most of the children coming from low-income families. Researchers divided the parents into three groups to test the program’s effectiveness.
Finding the Magic Number
The researchers’ central goal was to determine why the text-message program worked and how to make it stronger. To do this, they experimented with the number of messages sent per week. They found that three is the magic number for parent engagement.
Parents who received only one text message per week were less engaged with their children than those who received three. On the other hand, those who received five messages per week were more likely to opt out of the program altogether. The opt-out rate for the five-message group was 8%, compared to just 5% for the three-message group. This finding shows that while one message isn’t enough to maintain engagement, too many messages can cause parents to disengage entirely.
One Size Doesn’t Fit All
The study’s most nuanced finding was that the effectiveness of the program depended on the child’s initial literacy skills. For lower-performing children, the single text message was not enough to make a difference; their literacy scores actually dropped compared to children whose parents received three messages. This suggests that parents of children who are struggling need not only specific tips but also the general information and encouragement provided by the three-message program.
Conversely, for higher-performing children, the single-message program that offered just a tip was more effective than the three-message program. This indicates that parents of children who are already doing well may only need targeted advice on specific activities, and the extra messages might be less impactful for them. The five-message program made no difference in improving literacy for either group.
A Low-Cost Solution for the Achievement Gap
Ultimately, this research proves that paying close attention to both the content and frequency of messages is key to the success of a text-based program. The study is a powerful example of a low-cost, high-impact solution to a pressing educational challenge. At just $2 a year per family to implement, this kind of program offers an incredibly affordable way to improve children’s academic performance and help narrow the achievement gap between high- and low-performing students.
