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Technology's Edge: The Educational Benefits of Computer-Aided Instruction
Open accessAbstract
Because a significant portion of U.S. students lacks critical mathematic skills, schools across the country are investing heavily in computerized curriculums as a way to enhance education output, even though there is surprisingly little evidence that they actually improve student achievement. In this paper we present results from a randomized study in three urban school districts of a well-defined use of computers in schools: a popular instructional computer program which is designed to teach pre-algebra and algebra. We assess the impact of the program using statewide tests that cover a range of math skills and tests designed specifically to target pre-algebra and algebra skills. We find that students randomly assigned to computer-aided instruction score at least 0.17 of a standard deviation higher on a pre-algebra/algebra test than students randomly assigned to traditional instruction. We hypothesize that the effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and those in classes in which students are frequently absent.
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- The test for a difference in mean characteristic by random assignment is based on a regression of the characteristic on an indicator for random assignment and randomization pool fixed effects allowing for correlation in standard errors at the classroom level. We report the p-value for the ttest that the coefficient on the random assignment indicator equals zero. For district #1: baseline algebra test scores are available for 700 treatment students and 624 controls; baseline state test scores are available for 474 treatment students and 387 controls; baseline district test scores are available for 110 treatment students and 147 controls; and demographic data are available for 831 treatment students and 689 controls. For district #2: baseline algebra test scores are available for 280 treatment students and 351 controls; baseline state test scores are available for 243 treatment students and 348 controls; and demographic data are available for 397 treatment students and 556 controls. For district #3: baseline algebra test scores are available for 165 treatment students and 158 controls, Notes: All test scores are scaled scores converted to standard deviation units
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Banning mobile phones in schools: evidence from regional-level policies in Spain
Beneito, P., & Vicente-Chirivella, Ó. (2022) · Applied Economic Analysis · doi:10.1108/aea-05-2021-0112 · Cited by 49
Metadata
- Authors
- Barrow, L., Markman, L., & Rouse, C. E.
- Affiliations
- Federal Reserve Bank of Cleveland (US)
- Princeton University (US)
- National Bureau of Economic Research (US)
- Corresponding author
- Barrow, Lisa
- ORCID
- Barrow, Lisa
- Venue
- SSRN Electronic Journal
- Publisher
- Elsevier BV
- Published
- 2008
- ISSN
- 1556-5068 (ISSN-L)
- OpenAlex
- W2126898823
- Cited by
- 78
- References
- 1
- Citations by year
- 2025: 2 · 2024: 4 · 2023: 7 · 2022: 7 · 2021: 4 · 2020: 6 · 2019: 5 · 2018: 4 · 2017: 2 · 2016: 6 · 2015: 2 · 2014: 6 · 2013: 3 · 2012: 7
- Type
- posted content
- Language
- en
- Open access
- green
- doi.org
- Locations
- SSRN Electronic Journal (acceptedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Econstor (Econstor) (submittedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- computer-assisted instruction, educational technology, algebra instruction, pre-algebra, academic performance, urban schools, personalized learning, class size, school absenteeism, mathematical ability
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