This paper examines a large-scale randomized evaluation of the One Laptop Per Child (OLPC) program in 531 rural primary schools, as implemented by the Peruvian government starting in 2009. We use administrative and survey data on academic achievement and grade progression through 2019 to estimate the long-run effects of educational technology on i) academic performance and grade progression in schools over time and ii) student trajectories as they progress from primary school to university. We find negative and significant effects on completing primary and secondary education on time but no effects on achievement. We find positive and significant impacts on students' computer skills but no effects on broader cognitive skills. Information on teacher training and computer utilization suggests limited benefits of providing educational technology without sufficient pedagogical support.
Authors
Cueto, Santiago, Beuermann, Diether, Cristia, Julian P., Malamud, Ofer, Pardo, Francisco
- DOI
- http://dx.doi.org/10.18235/0013192
- Pages
- 42
- Published in
- United States of America
Table of Contents
- 1614 Text.pdf -1
- Introduction 5
- Study Design 7
- Education in Peru 8
- Intervention 8
- Sample Selection 9
- Data and Empirical Strategy 9
- Data 9
- Empirical Strategy 11
- Baseline Balance 11
- Compliance 11
- Results 12
- School Performance and Grade Progression over Time 12
- Student Trajectories in Achievement and Educational Attainment 13
- Potential Mechanisms 14
- Conclusion 15
