Home computers and educational outcomes: evidence from the NLSY97 and CPS
AbstractAlthough computers are universal in the classroom, nearly twenty million children in the United States do not have computers in their homes. Surprisingly, only a few previous studies explore the role of home computers in the educational process. Home computers might be very useful for completing school assignments, but they might also represent a distraction for teenagers. We use several identification strategies and panel data from the two main U.S. datasets that include recent information on computer ownership among children--the 2000-2003 CPS Computer and Internet Use Supplements (CIUS) matched to the CPS Basic Monthly Files and the National Longitudinal Survey of Youth 1997--to explore the causal relationship between computer ownership and high school graduation and other educational outcomes. Teenagers who have access to home computers are 6 to 8 percentage points more likely to graduate from high school than teenagers who do not have home computers after controlling for individual, parental, and family characteristics. We generally find evidence of positive relationships between home computers and educational outcomes using several identification strategies, including controlling for typically unobservable home environment and extracurricular activities in the NLSY97, fixed effects models, instrumental variables, and including future computer ownership and falsification tests. Home computers may increase high school graduation by reducing non-productive activities, such as truancy and crime, among children in addition to making it easier to complete school assignments.
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Bibliographic InfoPaper provided by Board of Governors of the Federal Reserve System (U.S.) in its series International Finance Discussion Papers with number 958.
Date of creation: 2008
Date of revision:
This paper has been announced in the following NEP Reports:
- NEP-ALL-2008-12-07 (All new papers)
- NEP-EDU-2008-12-07 (Education)
- NEP-HRM-2008-12-07 (Human Capital & Human Resource Management)
- NEP-LAB-2008-12-07 (Labour Economics)
- NEP-URE-2008-12-07 (Urban & Real Estate Economics)
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- Robert W. Fairlie & Jonathan Robinson, 2013.
"Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren,"
American Economic Journal: Applied Economics,
American Economic Association, vol. 5(3), pages 211-40, July.
- Robert W. Fairlie & Jonathan Robinson, 2013. "Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren," NBER Working Papers 19060, National Bureau of Economic Research, Inc.
- Fairlie, Robert W. & Robinson, Jonathan, 2013. "Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren," IZA Discussion Papers 7211, Institute for the Study of Labor (IZA).
- Robert W. Fairlie & Jonathan Robinson, 2013. "Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren," CESifo Working Paper Series 4128, CESifo Group Munich.
- Fairlie, Robert W. & Robinson, Jonathan, 2013. "Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren," Santa Cruz Department of Economics, Working Paper Series qt5759k24s, Department of Economics, UC Santa Cruz.
- Robert Fairlie & Jonathan Robinson, 2011. "The Effects of Home Computers on Educational Outcomes. Evidence from a Field Experiment with Schoolchildren," Working Papers 11-14, NET Institute, revised Sep 2011.
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