K-12 Student Social Support RCTs

This page is a public resource listing interventions focused on mobilizing and empowering friends and family to support student achievement in K-12. It aims to include all publicly available reports of randomized controlled experiments that assess interventions focused on mobilizing and empowering friends and family to support student achievement in developed countries.

We need your help keeping this up-to-date! If a paper should be on this page but it is not, please email s3lab@hks.harvard.edu.

 United States

Bergman, P. (2014). Parent-child information frictions and human capital investment: Evidence from a field experiment. Working paper.

 Bettinger, E. P., Long, B. T., Oreopoulos, P., & Sanbonmatsu, L. (2009). The role of simplification and information in college decisions: Results from the H&R Block FAFSA experiment (No. w15361). National Bureau of Economic Research. 

 Fryer Jr, R. G. (2013). Information and student achievement: evidence from a cellular phone experiment (No. w19113). National Bureau of Economic Research.

 Gehlbach, H., Brinkworth, M. E., Hsu, L., King, A., McIntyre, J., & Rogers, T. (Working Paper). Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement. Retrieved from: panoramaed.com/research/similarity. 

 Hastings, J. S., & Weinstein, J. M. (2007). Information, school choice, and academic achievement: Evidence from two experiments (No. w13623). National Bureau of Economic Research.

Hurwitz, L. B., Lauricella, A. R., Hanson, A., Raden, A., & Wartella, E. (2015). Supporting Head Start parents: impact of a text message intervention on parent–child activity engagement. Early Child Development and Care,185(9), 1373-1389.

 Kraft, M. A., & Dougherty, S. M. (2013). The effect of teacher–family communication on student engagement: Evidence from a randomized field experiment. Journal of Research on Educational Effectiveness6(3), 199-222.

 Kraft, M. A. & Rogers, Todd (In Press). The Underutilized Potential of Teacher-to-Parent Communication: Evidence from a Field Experiment.

 Levitt, S. D., List, J. A., Neckermann, S., & Sadoff, S. (2012). The behavioralist goes to school: Leveraging behavioral economics to improve educational performance (No. w18165). National Bureau of Economic Research.

 List, J. A., Livingston, J. A., & Neckermann, S. (2012). Harnessing Complementarities in the Education Production Function.

 Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2014). Gender Differences in the Effects of a Utility-Value Intervention to Help Parents Motivate Adolescents in Mathematics and Science.

  York, B. N., & Loeb, S. (2014). One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers (No. w20659). National Bureau of Economic Research.

Outside of US 

Avvisati, F., Gurgand, M., Guyon, N., & Maurin, E. (2014). Getting parents involved: A field experiment in deprived schools. The Review of Economic Studies81(1), 57-83.

Andrabi, Tahir and Das, Jishnu and Khwaja, Asim Ijaz, Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets (October 29, 2014). HKS Working Paper No. RWP14-052.

 Banerji, R., Berry, J., & Shotland, M. (2013). The impact of mother literacy and participation programs on child learning: evidence from a randomized evaluation in India. Cambridge, MA: Abdul Latif Jameel Poverty Action Lab (JPAL).

 Berry, J. (2009). Child control in education decisions: an evaluation of targeted incentives to learn in India. Unpublished manuscript.

 Bursztyn, L., & Coffman, L. C. (2012). The schooling decision: Family preferences, intergenerational conflict, and moral hazard in the Brazilian favelas. Journal of Political Economy120(3), 359-397

 Dizon-Ross, R. (2014). Parents’ perceptions and children’s education: Experimental evidence from Malawi. Working Paper.

Goux, D., Gurgand, M., & Maurin, E. (2014). Adjusting Your Dreams? The Effect of School and Peers on Dropout Behaviour.