Students from families with little interest in math benefit more from a school intervention program that aims at increasing math motivation than do students whose parents regard math as important. A study by researchers at the Hector Research Institute of Education Sciences and Psychology indicates the intervention program has a “Robin Hood effect” which reduces the “motivational gap” between students from different family backgrounds because new information about the importance of math is made accessible to underprivileged students. Something known as the “Matthew effect” did not take place in this study. The “Matthew effect” says that students who already have good foundations and are therefore more privileged, profit most from an intervention. The results of the study were recently published in Developmental Psychology.