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

Principal Investigator(s): View help for Principal Investigator(s) Karthik Muralidharan; Abhijeet Singh; Alejandro J. Ganimian

Version: View help for Version V1

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data			10/12/2019 07:22:AM
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Project Citation:

Muralidharan, Karthik, Singh, Abhijeet, and Ganimian, Alejandro J. Replication data for: Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India. Nashville, TN: American Economic Association [publisher], 2019. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113192V1

Project Description

Summary: 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.

Scope of Project

JEL Classification:
      I21 Analysis of Education
      I26 Returns to Education
      I28 Education: Government Policy
      J24 Human Capital; Skills; Occupational Choice; Labor Productivity
      O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration

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Published Versions

V2 [2022-11-21]

V1 [2019-10-12]

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DDI 2.5

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