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Replication data for: Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India

Version
V0
Resource Type
Dataset
Creator
  • Muralidharan, Karthik
  • Singh, Abhijeet
  • Ganimian, Alejandro J.
Publication Date
2018-12-30
Description
  • Abstract

    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 0.37 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 0.39 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.
Availability
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Relations
  • Is supplemented by
    DOI: 10.1257/aer.20171112 (Text)
Publications
  • Muralidharan, Karthik, Abhijeet Singh, and Alejandro J. Ganimian. “Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India.” American Economic Review 109, no. 4 (April 2019): 1426–60. https://doi.org/10.1257/aer.20171112.
    • ID: 10.1257/aer.20171112 (DOI)

Update Metadata: 2020-01-30 | Issue Number: 2 | Registration Date: 2019-10-12

Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (2018): Replication data for: Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India. Version: V0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E113192