Phone calls got Chicago students to summer school; text messages didn't — but aide-assisted classes helped the next year

Researchers ran three experiments on remote learning in Chicago public schools to see what actually moves students. A single personalized phone call from the school increased summer program registration. Weekly text message reminders had no effect on attendance or Khan Academy use, though they slightly improved math grades. Adding a classroom aide to virtual classes produced no immediate impact but improved math grades and passing rates the following school year.

Most of what schools know about motivating students comes from in-person classrooms, not remote instruction. These experiments show that the levers are different online. A human phone call worked; automated text messages did not. And a classroom aide, invisible in the summer session, had delayed effects on the next year's performance. This means if schools have to do remote learning again, they're starting with actual evidence about what to try instead of guessing.