Does ICT Increase Years of Education? Evidence from Peru
Julian Cristia (),
Alejo Czerwonko () and
Pablo Garofalo ()
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Pablo Garofalo: University of Houston Department of Economics, Houston, TX, USA
No 110, OVE Working Papers from Inter-American Development Bank, Office of Evaluation and Oversight (OVE)
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.
Keywords: ICT; Test Scores; Education; Peru (search for similar items in EconPapers)
JEL-codes: I20 I28 (search for similar items in EconPapers)
Pages: 25 pages
New Economics Papers: this item is included in nep-lab and nep-ure
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Working Paper: Does ICT Increase Years of Education?: Evidence from Peru (2011)
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Persistent link: https://EconPapers.repec.org/RePEc:idb:ovewps:0110
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