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The impact of computer-based tutorials on high school math proficiency

Author

Listed:
  • Ian K. McDonough

    (University of Nevada, Las Vegas)

  • Constant I. Tra

    (University of Nevada, Las Vegas)

Abstract

The benefits of mathematical-related skills are well documented in the economics and education literature. Even in spite of such evidence, proficiency levels among US high school students remain persistently low. This is especially true for the State of Nevada. As a result, the Clark County School District (CCSD) made available to students a computer-aided math tutorial prior to taking the High School Proficiency Exam (HSPE) in mathematics. As such, we utilize a novel dataset and explore the impact of computer-aided learning on mathematics proficiency rates for 10th and 11th graders in the CCSD. Our results provide some evidence of increased proficiency in mathematics related to tutorial participation. This is especially true for minority students. However, causal claims are limited due to the inability to rule out a zero lower bound on the estimated average treatment effects.

Suggested Citation

  • Ian K. McDonough & Constant I. Tra, 2017. "The impact of computer-based tutorials on high school math proficiency," Empirical Economics, Springer, vol. 52(3), pages 1041-1063, May.
    • Handle: RePEc:spr:empeco:v:52:y:2017:i:3:d:10.1007_s00181-016-1189-y
    DOI: 10.1007/s00181-016-1189-y
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    More about this item

    Keywords

    Academic achievement; Computer-aided education; Mathematical proficiency; Minimum biased estimator; Partial identification; Tutoring;
    All these keywords.

    JEL classification:

    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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