The students found that after having led parents and other relatives through a number of lessons, their parents started reminding them less often to do their homework — reflecting, perhaps, increased trust and confidence. Their biggest difficulty was having to translate math concepts for parents who weren’t fluent in English. And their most common complaint was about parents being too busy with work and caring for younger siblings — and too distracted by cellphones — to give them their full attention. (Some children confiscated their parents’ phones until the homework was done!)

The two fathers I interviewed were unabashedly enthusiastic. Luis Cruz, 36, who works as a housing certification agent, said of his daughter, Jesmari, “I love that she’s bringing me back to my childhood because I don’t remember that many things from school.” He added: “Since she was little she’s been smart, but she’s shy and she used to hold herself back. I’ve seen a big change. She’s opened up a lot. She’s grown and she’s got a big smile on her face. I like that.”

Eugene Toro, 45, who works on immigration affairs in the mayor’s office, said of his daughter Madison: “I think she’s more confident in what she’s learning because of this. She really understands the material and she has no problem explaining it to me, which is great when you want to become a leader. She’s taking charge of her academic learning.”

Arelys Arenas, a veteran sixth grade math teacher at South Bronx Prep, who began using the Family Playlists in 2016, recalled, “When I first started with this, my students used to say, ‘I can’t imagine teaching my father.’” But, she added: “When a kid has a chance to go home and explain something to their parent, they really learn it. They actually learn better with the freedom of being who they are — not being controlled by me.”

Meghan Wells, director of family engagement for PowerMyLearning, modeled Family Playlists on a paper-based family engagement program developed at Johns Hopkins University named Teachers Involve Parents in Schoolwork or T.I.P.S. In a two-year study, T.I.P.S. had been found to have significantly improved family involvement and attitudes about math homework and boosted math scores on standardized tests.

“Students who have family or community members who are engaged and supportive of their learning are much more likely to do better in their classes, take harder classes and graduate from school,” said Steven Sheldon, an associate professor in the School of Education at Johns Hopkins and a researcher in the school’s Center on School, Family and Community Partnerships. He advised PowerMyLearning about how to adapt T.I.P.S. to a digital environment.