Experimental evidence on learning using low-tech when school is out.

Area of Science:

• Education Policy
• Development Economics
• Intervention Studies

Background:

• School closures, exacerbated by the COVID-19 pandemic, cause significant learning losses, disproportionately affecting lower socioeconomic households.
• Existing research offers limited evidence on effective strategies to mitigate these educational disruptions.
• Low-technology interventions present a potential avenue for supporting learning during school closures.

Purpose of the Study:

• To provide experimental evidence on low-technology interventions to support student learning during school closures.
• To assess the cost-effectiveness of SMS messages and phone calls to parents in mitigating learning loss.
• To introduce and evaluate remote assessment innovations for measuring learning outcomes.

Main Methods:

• A large-scale randomized controlled trial was conducted in Botswana.
• Interventions involved SMS messages and phone calls directed to parents to support their child's learning.
• Remote assessment tools were developed and utilized to measure learning outcomes.

Main Results:

• The combined intervention (SMS and phone calls) improved learning by 0.12 standard deviations.
• This intervention demonstrated exceptional cost-effectiveness, achieving 0.89 standard deviations of learning per US$100.
• Developed remote assessment innovations confirmed robust learning outcomes.

Conclusions:

• Low-technology, parent-focused interventions are highly effective and cost-efficient in mitigating learning loss during school disruptions.
• SMS messages and phone calls represent a viable strategy for ensuring educational continuity.
• Findings have significant implications for leveraging technology and parental engagement in education, especially during crises.