Abstract

There is a consensus that family involvement is key to academic achievement. However, it is often difficult to keep parents involved, particularly when they lack the time or academic knowledge. The aim of this study is to evaluate the impact on achievement in mathematics among adolescent children when involving parents from low-income communities in the learning process. This involvement is achieved through activities that do not include any formal curricular content. A randomly selected group of parents was nudged, via text message (SMS), to complete short and simple weekly activities with their children. The teacher then connected these activities to the curricular content in class. The results reveal that, on average, the intervention increased the students' math grade point average (GPA) by 0.488 standard deviations (p < .05) more than students whose parents only received administrative text messages. This effect remains over time, extending into the following school year. These findings highlight the power of behavioral nudges that encourage positive parent-student exchanges.