scholarly journals Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren

2013 ◽  
Vol 5 (3) ◽  
pp. 211-240 ◽  
Author(s):  
Robert W Fairlie ◽  
Jonathan Robinson
Keyword(s):  
Educational Outcomes ◽  
Test Scores ◽  
Educational Achievement ◽  
Intermediate Inputs ◽  
Modern Education ◽  
Null Effect ◽  
Home Computers ◽  
Computer Ownership ◽  
Negative Impacts ◽  
Rule Out

Computers are an important part of modern education, yet many schoolchildren lack access to a computer at home. We test whether this impedes educational achievement by conducting the largest-ever field experiment that randomly provides free home computers to students. Although computer ownership and use increased substantially, we find no effects on any educational outcomes, including grades, test scores, credits earned, attendance, and disciplinary actions. Our estimates are precise enough to rule out even modestly-sized positive or negative impacts. The estimated null effect is consistent with survey evidence showing no change in homework time or other “intermediate” inputs in education. (JEL I21, I24, J13)

scholarly journals School Quality and the Gender Gap in Educational Achievement

2016 ◽  
Vol 106 (5) ◽  
pp. 289-295 ◽  
Author(s):  
David Autor ◽  
David Figlio ◽  
Krzysztof Karbownik ◽  
Jeffrey Roth ◽  
Melanie Wasserman
Keyword(s):  
Gender Gap ◽  
Educational Outcomes ◽  
Test Scores ◽  
School Quality ◽  
Educational Achievement ◽  
Causal Effect ◽  
Cumulative Exposure ◽  
Administrative Records ◽  
Opposite Sex

Recent evidence indicates that boys and girls are differently affected by the quantity and quality of family inputs received in childhood. We assess whether this is also true for schooling inputs. Using matched Florida birth and school administrative records, we estimate the causal effect of school quality on the gender gap in educational outcomes by contrasting opposite-sex siblings who attend the same sets of schools--thereby purging family heterogeneity--and leveraging within-family variation in school quality arising from family moves. Investigating middle school test scores, absences and suspensions, we find that boys benefit more than girls from cumulative exposure to higher quality schools.

scholarly journals CRIME EXPOSURE AND EDUCATIONAL OUTCOMES IN MEXICO

2018 ◽  
Vol 37 (2) ◽  
Author(s):  
Pedro Paulo Orraca Romano
Keyword(s):  
Educational Outcomes ◽  
Test Scores ◽  
Educational Achievement ◽  
Homicide Rate ◽  
School Level ◽  
Negative Effects ◽  
Student Body ◽  
Unit Increase ◽  
Contact Hours ◽  
Grade Failure

Driven by drug-related crimes, homicide levels in Mexico have dramatically increased since 2007. This study examines the effect of students’ exposure to crime on educational outcomes in Mexico. Using school-level data, a panel of the country’s elementary and secondary schools is constructed to analyse the effect of local homicides on standardised test scores and grade failure rates. The results show that a one-unit increase in the homicide rate per 10,000 inhabitants is associated with a reduction in school-level test scores between 0.0035 and 0.0142 standard deviations, this is likely being driven by effects of individual test scores and by compositional changes in the student body. Additionally, a rise in the homicide rate is also associated with an increase in the grade failure rate. It is proposed that the negative effects of crime exposure are partly due to a reduction of the number of contact hours, and students not compensating for this, by studying more outside of school. Exposure to homicides has potentially long-term consequences since it may affect educational achievement levels and future income flow. RESUMEN Debido a un aumento en el número de delitos relacionados con el crimen organizado, los niveles de homicidios en México se incrementaron drásticamente a partir de 2007. Este artículo estudia los efectos de la exposición a altos niveles de homicidios sobre los logros educativos en México. Para ello, se construye un panel de escuelas primarias y secundarias a fin de analizar los efectos de los homicidios sobre los resultados de la prueba ENLACE y la tasa de reprobación. Los resultados muestran que un aumento en una unidad en la tasa de homicidios por cada 10,000 habitantes está asociado con una reducción en los resultados de la prueba ENLACE entre 0.0035 y 0.0042 desviaciones estándar, donde estos hallazgos son producto del efecto negativo sobre los resultados de la prueba y del cambio en la composición estudiantil dentro de las escuelas. Asimismo, incrementos en los niveles de homicidios también están asociados con un aumento en la tasa de reprobación. Los efectos negativos generados por los homicidios son, en parte, producto de una reducción en el número de horas que los alumnos asisten a la escuela.

Do hotspots improve student performance? Evidence from a small-scale randomized controlled trial

First Monday ◽  
2021 ◽  
Author(s):  
Brian Whitacre ◽  
Amanda Higgins
Keyword(s):  
Randomized Controlled Trial ◽  
High School Students ◽  
Student Performance ◽  
Educational Outcomes ◽  
Controlled Trial ◽  
Internet Access ◽  
Small Scale ◽  
Laptop Computer ◽  
Randomized Controlled ◽  
Computer Ownership

Much has been made about the “homework gap” that exists between students who have access to the Internet and those that do not. Policy-makers increasingly recognize the connectivity aspect of this issue but typically fail to acknowledge the importance of computer ownership. We use a small-scale randomized controlled trial (n=18) to test whether the provision of Internet access by itself — or in conjunction with a laptop computer — improves educational outcomes of alternative high-school students in the U.S. Our results suggest that the combination of Internet access and computer ownership is more effective than Internet access alone for positive educational outcomes.

Inclusivity and the Education of Children of Defence Forces Personnel

2020 ◽  
pp. 35-53
Author(s):  
Ros Baumann ◽  
Henriette van Rensburg
Keyword(s):  
Academic Achievement ◽  
Academic Outcomes ◽  
Educational Achievement ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
Australian Defence Force ◽  
Negative Impacts ◽  
Literacy Testing ◽  
And Mathematics ◽  
Social Emotional Outcomes

Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.

Home or Care? A Comparison of Educational Outcomes for Maltreated Children

2020 ◽  
Author(s):  
Linda Cusworth ◽  
Louise Tracey ◽  
Helen Baldwin ◽  
Nina Biehal
Keyword(s):  
Educational Attainment ◽  
Educational Outcomes ◽  
Educational Achievement ◽  
Receptive Vocabulary ◽  
Teacher Assessments ◽  
The Uk ◽  
Children In Care ◽  
The Impact ◽  
Care System ◽  
At Home

Abstract Previous research has highlighted the poor educational attainment of children in out-of-home care, until relatively recently seen as a potential failure of the care system itself. However, the relationship between care and education outcomes is complex. It is important to disentangle the impact of the care system from that of adverse circumstances leading to admission to care. In this study, educational outcomes for 68 children (aged 3–9 years) in foster-care due to concerns about abuse or neglect were compared to those for 166 children with current or past child welfare involvement living at home. Data from teacher assessments of communication and literacy, and a standardized measure of receptive vocabulary were analysed. Accounting for key differences between the two groups, there was little evidence that educational attainment of children in care was significantly worse than that of children living at home. The findings suggest that being in care is unlikely to be the direct cause of poor educational achievement amongst children in care relative to the wider population of children. The study has implications for the ways in which schools and other services, both across the UK and internationally, work with children in and on the margins of care.

scholarly journals The Right to Education Act: Trends in Enrollment, Test Scores, and School Quality

2019 ◽  
Vol 109 ◽  
pp. 232-238 ◽  
Author(s):  
Manisha Shah ◽  
Bryce Steinberg
Keyword(s):  
Educational Outcomes ◽  
Test Scores ◽  
School Quality ◽  
Household Surveys ◽  
Right To Education ◽  
Free Primary Education ◽  
Before And After ◽  
Education Act ◽  
The Right ◽  
National Trends

The Right to Education (RTE) Act passed in 2009 guarantees access to free primary education to all children ages 6-14 in India. This paper investigates whether national trends in educational outcomes change around the time of this law using household surveys and administrative data. We document four trends: (1) school-going increases after the passage of RTE, (2) test scores decline dramatically after 2010, (3) school infrastructure appears to improve both before and after RTE, and (4) the number of students who have to repeat a grade falls precipitously after RTE is enacted, in line with official provisions of the law.

scholarly journals The Impact of Children's Public Health Insurance Expansions on Educational Outcomes

2009 ◽  
Vol 12 (1) ◽  
Author(s):  
Phillip B Levine ◽  
Diane Schanzenbach
Keyword(s):  
Public Health ◽  
Health Insurance ◽  
Health Status ◽  
Educational Outcomes ◽  
Test Scores ◽  
Children's Health ◽  
Public Health Insurance ◽  
Children’S Health ◽  
Percentage Point Increase ◽  
The Impact

This paper examines the impact of public health insurance expansions through both Medicaid and SCHIP on children's educational outcomes, measured by 4th and 8th grade reading and math test scores, available from the National Assessment of Educational Progress (NAEP). We use a triple difference estimation strategy, taking advantage of the cross-state variation over time and across ages in children's health insurance eligibility. Using this approach, we find that test scores in reading, but not math, increased for those children affected at birth by increased health insurance eligibility. A 50 percentage point increase in eligibility is found to increase reading test scores by 0.09 standard deviations. We also examine whether the improvements in educational outcomes can be at least partially attributed to improvements in health status itself. First, we provide further evidence that increases in eligibility are linked to improvements in health status at birth. Second, we show that better health status at birth (measured by rates of low birth-weight and infant mortality), is linked to improved educational outcomes. Although the methods used to support this last finding do not completely eliminate potentially confounding factors, we believe it is strongly suggestive that improving children's health will improve their classroom performance.

scholarly journals Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger

2012 ◽  
Vol 4 (4) ◽  
pp. 94-120 ◽  
Author(s):  
Jenny C Aker ◽  
Christopher Ksoll ◽  
Travis J Lybbert
Keyword(s):  
Information Technology ◽  
Adult Education ◽  
Mobile Phones ◽  
Educational Outcomes ◽  
Test Scores ◽  
Rural Populations ◽  
Randomized Evaluation ◽  
Educational Investments ◽  
Math Test ◽  
Math Test Scores

The returns to educational investments hinge on whether such investments can improve the quality and persistence of educational gains. We report the results from a randomized evaluation of an adult education program in Niger, in which some students learned how to use simple mobile phones (Project ABC). Students in ABC villages achieved test scores that were 0.19–0.26 standard deviations higher than those in standard adult education classes, and standardized math test scores remained higher seven months after the end of classes. These results suggest that simple information technology can be harnessed to improve educational outcomes among rural populations. (JEL D83, I21, O15, O33)

7. Does intelligence matter in the school and the workplace?

2020 ◽  
pp. 91-101
Author(s):  
Ian J. Deary
Keyword(s):  
United Kingdom ◽  
Cognitive Abilities ◽  
Educational Outcomes ◽  
Test Scores ◽  
Psychometric Testing ◽  
Intelligence Test ◽  
After School ◽  
General Intelligence ◽  
Cognitive Abilities Test ◽  
Intelligence Test Scores

Do intelligence test scores have some predictive power? Can they predict who will do well in achieving more and better educational qualifications, and after school, can they predict who will perform well in the workplace? ‘Does intelligence matter in the school and the workplace?’ looks at the use of the Cognitive Abilities Test in United Kingdom schools and its correlation with GCSE results five years later. The correlation is high: people’s intelligence differences at age 11 are a powerful predictor of their differences in educational outcomes at age 16. In the workplace, the use of general intelligence/psychometric testing in selecting people for work is worthwhile. Intelligence predicts occupational and educational successes.

scholarly journals Gender differences in educational outcomes and the effect of family background: A comparative perspective from East Asia

2020 ◽  
Vol 6 (2) ◽  
pp. 315-335
Author(s):  
Hideo Akabayashi ◽  
Kayo Nozaki ◽  
Shiho Yukawa ◽  
Wangyang Li
Keyword(s):  
Gender Gap ◽  
Test Scores ◽  
Educational Achievement ◽  
Family Background ◽  
Economic Status ◽  
Specific Effect ◽  
Cognitive Outcome ◽  
Longitudinal Surveys ◽  
The Usa ◽  
Rich Information

There is wide variation in the degree of gender gap in test scores around the world, suggesting the strong influence of institutions, culture and inequality. We present comparative evidence on the gender gap in educational achievement in China, Japan, and the USA, with an emphasis on the gender-specific effect of parental income and education, and the child’s own preferences for study subjects. We used three major national representative longitudinal surveys with rich information about cognitive outcome measures of respondent children as well as educational investment and parental socio-economic status that allow us to analyze their inter-relationship. We found that low household income tends to have more adverse effects on language test scores for boys than for girls in the USA, as is consistent with previous studies. However, it does not have an impact on gender gap in test scores in China and tends to affect girls more adversely than boys in Japan.

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