Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
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DOI：
10.1257/aer.20171112
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发表时间：
2019-04-01
影响因子：
10.7
通讯作者：
Ganimian, Alejandro J.
中科院分区：
文献类型：
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作者：
Muralidharan, Karthik;Singh, Abhijeet;Ganimian, Alejandro J.
我们研究了个性化的技术辅助课后指导计划在印度城市的中学年级使用彩票，提供获奖者免费访问该计划的影响。在短短4.5个月的时间里，彩票中奖者的数学得分高出0.370西格玛，印地语得分高出0.23西格玛。IV估计表明，参加该项目90天将使数学和印地语考试成绩分别提高0.6西格玛和0.390西格玛。我们发现所有学生的绝对考试成绩都有类似的提高，但学业较弱的学生的相对成绩要高得多。我们的研究结果表明，精心设计的技术辅助教学计划可以大幅提高教育的生产力。(JEL I21、I26、I28、J24、O15）
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 0.370 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 0.390 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. (JEL I21, I26, I28, J24, O15)