Item history (LFriese, Sun Feb 18 2024 20:01:36 GMT+0000 (GMT))

TY - JOUR
TI - Disrupting education? Experimental evidence on technology-aided instruction in India
AU - Muralidharan, Karthik
AU - Singh, Abhijeet
AU - Ganimian, Alejandro J.
T2 - American Economic Review
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 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.
DA - 2019/04//
PY - 2019
DO - 10.1257/aer.20171112
DP - www.aeaweb.org
VL - 109
IS - 4
SP - 1426
EP - 1460
J2 - American Economic Review
LA - en
SN - 0002-8282
ST - Disrupting Education?
UR - https://www.aeaweb.org/articles?id=10.1257/aer.20171112
Y2 - 2020/03/30/15:40:48
L2 - https://www.aeaweb.org/articles?id=10.1257/aer.20171112
L2 - https://www.aeaweb.org/articles?id=10.1257/aer.20171112
L2 - https://www.aeaweb.org/articles?id=10.1257/aer.20171112
L2 - https://www.aeaweb.org/articles?id=10.1257/aer.20171112
KW - ___working_potential_duplicate
KW - _THEME: Teacher Professional Development
KW - Analysis of Education, Returns to Education, Education: Government Policy, Human Capital
KW - Human Development
KW - Income Distribution
KW - Labor Productivity, Economic Development: Human Resources
KW - Migration
KW - Occupational Choice
KW - Quality: H
KW - Relevance: H
KW - Skills
ER -

TY - JOUR
TI - Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
AU - Muralidharan, Karthik
AU - Singh, Abhijeet
AU - Ganimian, Alejandro J
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 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.
DA - 2018/09//
PY - 2018
DP - Zotero
SP - 95
LA - en
UR - https://econweb.ucsd.edu/~kamurali/papers/Published%20Articles/Disrupting_education_AER.pdf
L1 - https://econweb.ucsd.edu/~kamurali/papers/Working%20Papers/Disrupting%20Education%20(Current%20WP).pdf
L2 - https://www.crossref.org/openurl?pid=zoteroDOI@wiernik.org&url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Disrupting%20Education%3F%20Experimental%20Evidence%20on%20Technology-Aided%20Instruction%20in%20India&rft.aufirst=Karthik&rft.aulast=Muralidharan&rft.au=Karthik%20Muralidharan&rft.au=Abhijeet%20Singh&rft.au=Alejandro%20J%20Ganimian&rft.pages=95&rft.language=en
KW - ⛔ No DOI found
KW - ___working_potential_duplicate
ER -

TY - JOUR
TI - Disrupting education? Experimental evidence on technology-aided instruction in India
AU - Muralidharan, Karthik
AU - Singh, Abhijeet
AU - Ganimian, Alejandro J.
T2 - American Economic Review
DA - 2019/04//
PY - 2019
DO - 10.1257/aer.20171112
VL - 109
IS - 4
SP - 1426
EP - 1460
LA - en
SN - 0002-8282
ST - Disrupting education?
ER -

TY - JOUR
TI - Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
AU - Muralidharan, Karthik
AU - Singh, Abhijeet
AU - Ganimian, Alejandro J.
T2 - American Economic Review
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 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.
DA - 2019/04//
PY - 2019
DO - 10.1257/aer.20171112
DP - www.aeaweb.org
VL - 109
IS - 4
SP - 1426
EP - 1460
LA - en
SN - 0002-8282
ST - Disrupting Education?
UR - https://www.aeaweb.org/articles?id=10.1257/aer.20171112
Y2 - 2023/10/17/18:46:55
L1 - https://www.nber.org/papers/w22923.pdf
KW - Analysis of Education, Returns to Education, Education: Government Policy, Human Capital
KW - Human Development
KW - Income Distribution
KW - Labor Productivity, Economic Development: Human Resources
KW - Migration
KW - Occupational Choice
KW - Skills
ER -

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