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Does ICT Increase Years of Education? Evidence from Peru

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  • Julian Cristia

    ()
    (Inter-American Development Bank, Washington, DC, USA)

  • Alejo Czerwonko

    ()
    (Columbia University, New York, NY, USA)

  • Pablo Garofalo

    ()
    (University of Houston Department of Economics, Houston, TX, USA)

Abstract

In policy circles a lively debate exists regarding the effects on educational outcomes of introducing computers in schools. A number of empirical studies have measured its effect on test scores. There is a lack of empirical evidence, however, on the effects of this type of intervention on drop-out and repetition rates, variables that have a direct impact on years of education. This paper aims to fill this gap in the literature. To this end, we analyze rich longitudinal censal data from Peru as well as information regarding a specific program that deployed computers in 350 schools in the year 2004. Results indicate null impacts of increasing computer access on repetition, drop-out rates and initial enrollment. The large sample sizes allow us to detect even very modest effects. These results, together with previous evidence on the lack of effects on tests scores, point to a limited potential of computers in improving education outcomes.

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Bibliographic Info

Paper provided by Inter-American Development Bank, Office of Evaluation and Oversight (OVE) in its series OVE Working Papers with number 0110.

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Length: 25 pages
Date of creation: May 2010
Date of revision:
Handle: RePEc:idb:ovewps:0110

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Keywords: ICT; Test Scores; Education; Peru;

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  1. Barrera-Osorio, Felipe & Linden, Leigh L., 2009. "The use and misuse of computers in education : evidence from a randomized experiment in Colombia," Policy Research Working Paper Series 4836, The World Bank.
  2. Swaffield, Joanna K, 2001. " Does Measurement Error Bias Fixed-Effects Estimates of the Union Wage Effect?," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 63(4), pages 437-57, September.
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