Compared to monetary resources, non-monetary resources, particularly parenting practices, are more consequential for children’s achievement in the Chinese context.
In her paper, Amber L. Brown evaluates whether there is a difference in the school readiness of children born to teenage mothers versus children born to average-age mothers participating in the Home Instruction for Parents of Preschool Youngsters (HIPPY) program. The results suggest that children born to teenage mothers perform equally as well on school readiness as children born to average-age mothers.
New research uncovers a promising method for reducing parental use of physical punishment by engaging with parents through pediatricians.
A recent study shows the struggles of an increasing number of Chinese parents who have lost their only child and will have to rely on the public system for support during their old age.
After the first year of school, Steinberg and Sartain find that the Excellence in Teaching Project has an impact of 0.10 standard deviations on students' reading scores.
New research indicates that Head Start offers a substantial benefit for students who are least likely to enroll and yields a significant financial gain for the government.
Weekly, direct messages from teachers to parents significantly reduce low-performing students' risk of not earning course credit.
Evidence suggests that children exposed to social and emotional learning programs with mindfulness practices show significant improvements in executive functions, well-being, social behavior, and academic performance.
Despite their best intentions, low-income parents often fall behind on important educational goals, such as reading regularly to their children, because of more immediate concerns. New research from the Behavioral Insights and Parenting Lab at the University of Chicago deploys insights from behavioral science to close the gap between parents’ intentions and their actions.