Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
By K. Muralidharan, Abhijeet Singh, A. Ganimian. The American Economic Review, 2016
400 citations recorded by the source corpus.
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. (JEL I21, I26, I28, J24, O15)
Subfields: Education, Information Systems, Safety Research
View Paper: https://www.semanticscholar.org/paper/e0609b5f69a1976368401be458dfbd58a785da1a
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Citations in the corpus
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