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 with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma 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 sigma and 0.39 sigma 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.
Publication
American Economic Review
Volume
109
Issue
4
Pages
1426-1460
Date
2019/04
Language
en
ISSN
0002-8282
Short Title
Disrupting Education?
Accessed
30/03/2020, 15:40
Library Catalog
Extra
shortDOI: 10/ggqfkz
Citation
Muralidharan, K., Singh, A., & Ganimian, A. J. (2019). Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India. American Economic Review, 109(4), 1426–1460. https://doi.org/10.1257/aer.20171112