Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India

Resource type
Journal Article
Authors/contributors
Title
Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
Abstract
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 free access to the program. Lottery winners scored 0.37σ higher in math and 0.23σ 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 0.6σ and 0.39σ 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.
Pages
95
Date
Sept 2018
Language
en
Library Catalog
Zotero
Citation
Muralidharan, K., Singh, A., & Ganimian, A. J. (2018). Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India. 95. https://econweb.ucsd.edu/~kamurali/papers/Published%20Articles/Disrupting_education_AER.pdf