Can Emails Solve America’s Math Crisis?

A new study from the University of Pennsylvania’s Behavior Change for Good Initiative (BCFG) suggests that small, strategically crafted emails to teachers could help improve student math performance. With U.S. math scores steadily declining and the COVID-19 pandemic worsening the situation, researchers explored how behaviorally informed messages could subtly encourage teachers to enhance their classroom strategies. The study, involving 140,000 teachers and nearly 3 million students, tested 15 different email interventions using behavioral science principles.

Results showed a modest but significant 1.89% improvement in student math progress, with the most effective intervention boosting progress by 5.06%. Personalized progress updates were particularly impactful, reinforcing the idea that tailored feedback motivates educators. While the effects were relatively small, researchers believe these email nudges could be a cost-effective way to complement larger education reforms. By tapping into teachers’ intrinsic motivation, such interventions may offer a scalable approach to improving student outcomes—one email at a time.
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