Goal Setting Engages More Caregivers in Online Math Homework Than Instructional Support

Parent and caregiver involvement in homework can be critical to student success, yet many families face barriers such as limited time and content knowledge. We examine two approaches to involving caregivers in homework that students complete with tutoring systems for middle school mathematics. The first, an intelligent caregiver support module, provided real-time, step-level tutoring guidance and SMS notifications to caregivers. The second, a goal-setting contract based on prior non-digital homework interventions, facilitated structured agreements between caregivers and students to set homework goals and rewards. We conducted two four-week studies in American middle schools with diverse student populations, totaling 75 students, to determine which approach engages more households. After low initial adoption of the tutoring support module, the goal-setting contract was introduced at the second study site. While only 12% of the families enrolled in the tutoring feature, 55% engaged with the goal-setting contract when given the opportunity, a significant increase. Short interviews with students and teachers further emphasized the role of household participation—extending beyond parent-child dyads—as siblings frequently assumed homework support roles, contributing to higher engagement with goal-setting. We contribute novel evidence that caregivers were more likely to engage with tools enhancing motivational roles than with real-time instructional guidance in technology-supported homework. Specifically, goal-setting emerges as a low-friction strategy to enhance student engagement while mitigating barriers that limit direct instructional support.