Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
Karthik Muralidharan (),
Abhijeet Singh () and
Alejandro J. Ganimian
American Economic Review, 2019, vol. 109, issue 4, 1426-60
We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.
JEL-codes: I21 I26 I28 J24 O15 (search for similar items in EconPapers)
Note: DOI: 10.1257/aer.20171112
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Working Paper: Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India (2017)
Working Paper: Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India (2016)
Working Paper: Disrupting education? Experimental evidence on technology-aided instruction in India (2016)
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