In 2014-15, we participated in data collection, field visits and a variety of analyses of existing data to understand the GRS program context and to identify drop-off and related sticking points in the GRS program design.  In 2015-16, we experimentally tested a host of behavioral economic enhancements including strategies to boost enrollment at the GRS orientation sessions, text messages to facilitate parent-teacher communication about GRS activities, and a newly designed child-activity chart. In 2016-17, we designed a personalized feedback visual informing parents about the time they reported spending on GRS activities with their child; and, launched a series of supplemental messages and images to encourage use of math activities at home.

For publications see Using a Behavioral Economics Perspective to Boost Family Engagement in the Getting Ready for School Preschool Intervention and Supporting parents time in child learning activities: Insights from behavioral economics applied to the Getting Ready for School curriculum.



The impact of behavioral economics (BE) informed program design on parent involvement in GRS math activities and children's math skills is under review; and a manuscript on the impact of GRS-BE enhancements on children's school readiness language, math and self-regulation skills is in process.