Remote parent coaching in preschool mathematics: Evidence from Peru

Abstract

We evaluate a 10-week intervention in Peru that randomly offered remote coaching to parents of preschool children during the 2021 summer break, complementing publicly available mathematics lessons delivered by broadcast media. Coaches provided guidance and encouragement through phone calls, SMS, and printed materials designed to increase mathematics-related parent–child interactions. We find positive effects on mathematics achievement of approximately 0.10 standard deviations, although statistical significance is sensitive to conservative adjustments for multiple hypothesis testing, particularly when mathematics and oral comprehension are jointly evaluated. We do not find clear evidence of improvements in oral comprehension. By contrast, we document important and precisely estimated increases in mathematics-related parental engagement, including more time spent on targeted activities, greater participation in mathematics games, and more mathematics-focused tutoring. These findings suggest that light-touch remote coaching can shift parental inputs and may translate into gains in early numeracy.