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Cited by 29Education and Technology IntegrationSchool Choice and PerformanceEducational Environments and Student Outcomes

One-to-One Technology and Student Outcomes: Evidence From Mooresville’s Digital Conversion Initiative

Hull, Marie, Duch, Katherine·2019·Educational Evaluation and Policy Analysis
DOI 10.3102/0162373718799969
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Abstract

This article uses a difference-in-differences strategy to evaluate the impact of a one-to-one laptop program. Teaching practices changed with the introduction of the program, and the district worked to make wireless Internet more accessible in the community. We find that while short-term impacts of the program were statistically insignificant, math scores improved by 0.13 standard deviations in the medium term. Time spent on homework stayed constant, but students spent more of their homework time using a computer. We also investigate the impact of the program on other measures of student behavior as well as heterogeneity in impacts. A limitation of this study is that we cannot distinguish which aspects of the program were most important in improving student outcomes.

Integrity signals

Registry

Crossref · 10.3102/0162373718799969

Cites

11 of 11 references verified0 citation errors · 0 not checkable

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Claims the paper makes

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Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • In the same study of 1-to-1 laptops, the program was associated with improved math scores by 0.13 standard deviations in the medium term.

    “However, the program was associated with improved math scores by 0.13 standard deviations in the medium term.97”

    From Digital Ecosystems, Children, and Adolescents: Technical Report (2026) · cites this paper as [97]

  • In a study of 1-to-1 laptops for fourth through eighth graders, short-term impacts on learning were statistically insignificant.

    “One study implementing 1-to-1 laptops for fourth through eighth graders found that short-term impacts of the program were statistically insignificant in promoting learning.97”

    From Digital Ecosystems, Children, and Adolescents: Technical Report (2026) · cites this paper as [97]

Cites

Flagged first, then by citations

Research works printed but not linked: 2

  1. Edwards M., 2012, Learning & Leading With Technology, 40, 12
  2. Edwards M. A., 2013, Every child, every day: A digital conversion model for student achievement

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Related

Authors
Hull, M., & Duch, K.
Affiliations
  • University of North Carolina at Greensboro (US)
  • One Minus Beta Analytics
ORCID
Hull, Marie
Venue
Educational Evaluation and Policy Analysis
Publisher
American Educational Research Association (AERA)
Published
2018-09-21
Volume
41
Issue
1
Pages
79-97
ISSN
  • 0162-3737 (ISSN-L)
  • 1935-1062
DOI
10.3102/0162373718799969
OpenAlex
W2891662579
Semantic Scholar
31f498a2d49d4ac6809d797c2f92d95283f6031d
Cited by
28
References
10
Citations by year
2026: 1 · 2025: 4 · 2024: 2 · 2023: 6 · 2022: 4 · 2021: 3 · 2020: 8
FWCI
8.92
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Educational Evaluation and Policy Analysis (publishedVersion)
Funders
Sanford School of Public Policy, Duke University
Topics
  • Social Sciences › Education › Education and Technology Integration
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Education › Educational Environments and Student Outcomes
Keywords
one-to-one laptop programs, academic performance, mathematics scores, homework time, student behavior, educational technology, wireless internet, treatment effect heterogeneity

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