Lowering Barrier
s to Remote Education: Experimental Impacts on Parental Responses and Learn
ing”,
Abstract:
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in respon se to three educational interventions: an informational campaign about an e ducational phone application, an internet data subsidy, and one-on-one phon e learning support. We find that offering an educational service in a conte xt where other barriers to take-up exist can still trigger parental educati onal investments by acting as a signal or nudge. These behavioral changes r esult in lasting learning gains concentrated among richer households, refle cting that the relevant behavior change--increased tutoring investment--is easier for them to implement. In contrast, when interventions do increase t ake-up, they have the potential to narrow the socioeconomic achievement gap . We observe that increased usage of the targeted educational service limit s parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services ad opted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data pack age jointly with the app information has no impact on learning.
DTSTAMP:20260527T065315Z DTSTART:20221103T143000Z DTEND:20221103T160000Z SEQUENCE:0 TRANSP:OPAQUE END:VEVENT END:VCALENDAR