Does Technology in Schools Affect Repetition, Dropout and Enrollment? Evidence from Peru

28 Pages Posted: 9 Jan 2014

See all articles by Julian Cristia

Julian Cristia

Inter-American Development Bank

Alejo Czerwonko

Columbia University

Pablo Garofalo

University of Houston

Date Written: January 2014

Abstract

Many developing countries are allocating significant resources to expanding technology access in schools. Whether these investments will translate into measurable educational improvements remains an open question because of the limited evidence available. This paper contributes to filling that gap by exploiting a large-scale public program that increased computer and Internet access in secondary public schools in Peru. Rich longitudinal school-level data from 2001 to 2006 are used to implement a differences-in-differences framework. Results indicate no statistically significant effects of increasing technology access in schools on repetition, dropout and initial enrollment. Large sample sizes allow ruling out even modest effects.

JEL Classification: I21, I28

Suggested Citation

Cristia, Julian and Czerwonko, Alejo and Garofalo, Pablo, Does Technology in Schools Affect Repetition, Dropout and Enrollment? Evidence from Peru (January 2014). IDB Working Paper No. IDB-WP-477, Available at SSRN: https://ssrn.com/abstract=2376727 or http://dx.doi.org/10.2139/ssrn.2376727

Julian Cristia (Contact Author)

Inter-American Development Bank ( email )

1300 New York Avenue NW
Washington, DC 20577
United States

Alejo Czerwonko

Columbia University ( email )

420 W. 118th Street
New York, NY 10027
United States

Pablo Garofalo

University of Houston ( email )

4800 Calhoun Road
Houston, TX 77204
United States

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