title: Response to Comment on "Math at home adds up to achievement in school".
abstract: Frank presents an alternative interpretation of our data, yet reports largely similar results to those in our original Report. A critical difference centers on how to interpret and test interaction effects. Frank finds no mistakes in our analyses. We stand by our original conclusions of meaningful effects of the Bedtime Learning Together (BLT) math app on children's math achievement.
authors.affiliation: University of Chicago, Chicago, IL, USA.
authors.forename: Talia
authors.initials: T
authors.lastname: Berkowitz
authors.affiliation: University of Chicago, Chicago, IL, USA.
authors.forename: Marjorie W
authors.initials: MW
authors.lastname: Schaeffer
authors.affiliation: University of Chicago, Chicago, IL, USA.
authors.forename: Christopher S
authors.initials: CS
authors.lastname: Rozek
authors.affiliation: University of Chicago, Chicago, IL, USA.
authors.forename: Erin A
authors.initials: EA
authors.lastname: Maloney
authors.affiliation: University of Chicago, Chicago, IL, USA. s-levine@uchicago.edu beilock@uchicago.edu.
authors.forename: Susan C
authors.initials: SC
authors.lastname: Levine
authors.affiliation: University of Chicago, Chicago, IL, USA. s-levine@uchicago.edu beilock@uchicago.edu.
authors.forename: Sian L
authors.initials: SL
authors.lastname: Beilock
mesh_terms: D004522:Educational Status; D005260:Female; D006801:Humans; D016901:Intergenerational Relations; D008297:Male; D008433:Mathematics / Q000193:education*; D010287:Parent-Child Relations; D013334:Students / Q000523:psychology*