Disrupting education? Experimental evidence on technology-aided instruction in India

Karthik Muralidharan, Abhijeet Singh, Alejandro J. Ganimian

Research output: Contribution to journalArticlepeer-review


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 σ higher in math and 0.23 σ 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 σ and 0.39 σ 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.

Original languageEnglish (US)
Pages (from-to)1426-1460
Number of pages35
JournalAmerican Economic Review
Issue number4
StatePublished - Apr 2019

ASJC Scopus subject areas

  • Economics and Econometrics


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