Replication data for: Technology's Edge: The Educational Benefits of Computer-Aided Instruction
Principal Investigator(s): View help for Principal Investigator(s) Lisa Barrow; Lisa Markman; Cecilia Elena Rouse
Version: View help for Version V1
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Project Citation:
Barrow, Lisa, Markman, Lisa, and Rouse, Cecilia Elena. Replication data for: Technology’s Edge: The Educational Benefits of Computer-Aided Instruction. Nashville, TN: American Economic Association [publisher], 2009. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-13. https://doi.org/10.3886/E114541V1
Project Description
Summary:
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We present results from a randomized study of a well-defined use of
computers in schools, a popular instructional computer program for
pre-algebra and algebra. We primarily assess the program using a
test designed to target pre-algebra and algebra skills. Students randomly
assigned to computer-aided instruction score significantly
higher on a pre-algebra and algebra test than students randomly
assigned to traditional instruction. We hypothesize that this effectiveness
arises from increased individualized instruction as the effects
appear larger for students in larger classes and in classes with high
student absentee rates. (JEL H75, I21)
Scope of Project
Subject Terms:
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Randomized Control Trial
JEL Classification:
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H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
Geographic Coverage:
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United States
Universe:
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Middle and secondary students in select U.S. urban districts.
Data Type(s):
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administrative records data;
experimental data
Collection Notes:
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We administered a custom-designed test at baseline and follow-up.
Methodology
Data Source:
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District administrative data and custom data.
Unit(s) of Observation:
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individuals,
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