A national megastudy shows that email nudges to elementary school teachers boost student math achievement, particularly when personalized.

As shown in Models 2 and 5 in SI Appendix , Table S12 , Nudging Weekly Logins showed a directional BH-adjusted impact on student progress during weeks 5 to 8 (additional lessons completed = 0.08, 4.49% increase; d = 0.02; unadjusted P = 0.01, BH-adjusted P = 0.11) and a marginally significant BH-adjusted impact during weeks 9 to 12 (additional lessons completed = 0.07, 5.31% increase; d = 0.02; unadjusted P = 0.004, BH-adjusted P = 0.06).

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Preregistered F-tests allow us to reject the null hypothesis that the effects of all 15 interventions are equal to zero [χ 2 (15) = 27.09, P = 0.03], and to reject the null hypothesis that 15 effects have the same true value at marginal significance [χ 2 (14) = 21.89, P = 0.08].

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