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Technology’s edge: the educational benefits of computer-aided instruction

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  • Lisa Barrow
  • Lisa Markham
  • Cecilia Elena Rouse

Abstract

Because a significant portion of U.S. students lacks critical mathematic skills, schools across the country are investing heavily in computerized curriculums as a way to enhance education output, even though there is surprisingly little evidence that they actually improve student achievement. In this paper we present results from a randomized study in three urban school districts of a well- defined use of computers in schools: a popular instructional computer program which is designed to teach pre-algebra and algebra. We assess the impact of the program using statewide tests that cover a range of math skills and tests designed specifically to target pre- algebra and algebra skills. We find that students randomly assigned to computer-aided instruction score at least 0.17 of a standard deviation higher on a pre- algebra/algebra test than students randomly assigned to traditional instruction. We hypothesize that the effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and those in classes in which students are frequently absent.

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Bibliographic Info

Paper provided by Federal Reserve Bank of Chicago in its series Working Paper Series with number WP-07-17.

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Date of creation: 2007
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Handle: RePEc:fip:fedhwp:wp-07-17

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Keywords: Computer-assisted instruction ; Technology;

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References

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  1. Banerjee, Abhijit & Cole, Shawn & Duflo, Esther & Linden, Leigh, 2006. "Remedying Education: Evidence from Two Randomized Experiments in India," CEPR Discussion Papers 5446, C.E.P.R. Discussion Papers.
  2. Figlio, David N. & Rouse, Cecilia Elena, 2006. "Do accountability and voucher threats improve low-performing schools?," Journal of Public Economics, Elsevier, vol. 90(1-2), pages 239-255, January.
  3. Angrist, Joshua & Lavy, Victor, 2001. "New Evidence on Classroom Computers and Pupil Learning," IZA Discussion Papers 362, Institute for the Study of Labor (IZA).
  4. Grogger, Jeff, 1996. "Does School Quality Explain the Recent Black/White Wage Trend?," Journal of Labor Economics, University of Chicago Press, vol. 14(2), pages 231-53, April.
  5. Cecilia E. Rouse & Alan B. Krueger, 2004. "Putting Computerized Instruction to the Test: A Randomized Evaluation of a "Scientifically-based" Reading Program," NBER Working Papers 10315, National Bureau of Economic Research, Inc.
  6. Austan Goolsbee & Jonathan Guryan, 2002. "The Impact of Internet Subsidies in Public Schools," NBER Working Papers 9090, National Bureau of Economic Research, Inc.
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Citations

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Cited by:
  1. Cristia, Julián P. & Ibarrarán, Pablo & Cueto, Santiago & Santiago, Ana & Severín, Eugenio, 2012. "Technology and Child Development: Evidence from the One Laptop per Child Program," IZA Discussion Papers 6401, Institute for the Study of Labor (IZA).
  2. 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.
  3. Schwerdt, Guido & Wuppermann, Amelie C., 2011. "Is traditional teaching really all that bad? A within-student between-subject approach," Economics of Education Review, Elsevier, vol. 30(2), pages 365-379, April.
  4. Wuppermann, Amelie Catherine, 2011. "Empirical Essays in Health and Education Economics," Munich Dissertations in Economics 13187, University of Munich, Department of Economics.
  5. Susanna Loeb & Patrick J. McEwan, 2010. "Education Reforms," NBER Chapters, in: Targeting Investments in Children: Fighting Poverty When Resources are Limited, pages 145-178 National Bureau of Economic Research, Inc.
  6. Fiorini, M., 2010. "The effect of home computer use on children's cognitive and non-cognitive skills," Economics of Education Review, Elsevier, vol. 29(1), pages 55-72, February.
  7. Mo, Di & Zhang, L. & Luo, R. & Qu, Q. & Huang, W. & Wang, J. & Qiao, Y., 2012. "Integrating computer assisted learning into a regular curriculum: evidence from a randomized experiment in rural schools in Shaanxi," Open Access publications from Katholieke Universiteit Leuven urn:hdl:123456789/375066, Katholieke Universiteit Leuven.
  8. Jonah Rockoff, 2009. "Field Experiments in Class Size from the Early Twentieth Century," Journal of Economic Perspectives, American Economic Association, vol. 23(4), pages 211-30, Fall.
  9. Catherine Rodríguez Orgales & Fabio Sánchez Torres & Juliana Márquez Zúñiga, 2011. "Impacto del Programa “Computadores para Educar” en la deserción estudiantil, el logro escolar y el ingreso a la educación superior," DOCUMENTOS CEDE 008744, UNIVERSIDAD DE LOS ANDES-CEDE.
  10. Victor Lavy, 2010. "Do Differences in School's Instruction Time Explain International Achievement Gaps in Maths, Science and Language? Evidence from Developed and Developing Countries," CEE Discussion Papers 0118, Centre for the Economics of Education, LSE.
  11. 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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