@TechReport{iza:izadps:dp19002,
            	author={Gallo, Misty and Wolf, Patrick and Patrinos, Harry Anthony},
            	title={Increasing Take-Up of Literacy Tutoring: Evidence from a Randomized Experiment},
            	year={2026},
	month={Oct},
            	institution={Institute of Labor Economics (IZA)},
            	address={Bonn},
            	type={IZA Discussion Paper},
            	number={19002},
            	url={https://iza.org/publications/dp19002},
	abstract={Government programs often experience low take-up, limiting their potential positive impact. We examine whether reducing registration frictions can increase participation in a state-financed literacy intervention program. In a randomized field experiment, families received either encouragement and a simplified enrollment process, or these interventions plus text message nudges, relative to a business-as-usual control group. We find that encouragement and simplified registration increased take-up by more than 10 percentage points, while a fuller treatment of encouragement, simplified enrollment, and text nudges increased take-up by 6 percentage points. We also estimate the impact of these treatments to promote use of funding and amount of funding used to access tutoring. We find positive intent-to-treat effects with the fuller treatment showing a strong impact on use and amount of funding used. These low-cost interventions offer a promising strategy for increasing participation in government programs.},
	keywords={literacy;tutoring;take-up;nudge;behavioral economics;encouragement;regulatory friction;parental engagement;choice;implementation},
            }