TY - JOUR
T1 - Disrupting education? Experimental evidence on technology-aided instruction in India
AU - Muralidharan, Karthik
AU - Singh, Abhijeet
AU - Ganimian, Alejandro J.
N1 - Publisher Copyright:
© 2019 American Economic Association. All Rights Reserved.
PY - 2019/4
Y1 - 2019/4
N2 - 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.
AB - 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.
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U2 - 10.1257/aer.20171112
DO - 10.1257/aer.20171112
M3 - Article
AN - SCOPUS:85063729670
SN - 0002-8282
VL - 109
SP - 1426
EP - 1460
JO - American Economic Review
JF - American Economic Review
IS - 4
ER -