The seeds of social inclusion: reforming education in Costa Rica
In: Georgetown Journal of International Affairs, Band 7, Heft 1, S. 145-151
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In: Georgetown Journal of International Affairs, Band 7, Heft 1, S. 145-151
In: Economics of education review, Band 92, S. 102336
ISSN: 0272-7757
In: American economic review, Band 109, Heft 4, S. 1426-1460
ISSN: 1944-7981
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 σ higher in math and 0.23 σ 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 σ and 0.39 σ 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)
In: Journal of political economy, Band 132, Heft 5, S. 1565-1602
ISSN: 1537-534X
In: Economics of education review, Band 99, S. 102518
ISSN: 0272-7757