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

Ian McDonough () and Constant I. Tra ()
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Constant I. Tra: University of Nevada, Las Vegas

Empirical Economics, 2017, vol. 52, issue 3, No 7, 1063 pages

Abstract: 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.

Keywords: Academic achievement; Computer-aided education; Mathematical proficiency; Minimum biased estimator; Partial identification; Tutoring (search for similar items in EconPapers)
JEL-codes: H75 I21 (search for similar items in EconPapers)
Date: 2017
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Citations: View citations in EconPapers (2)

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DOI: 10.1007/s00181-016-1189-y

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