Does technology in schools affect repetition, dropout and enrollment? Evidence from Peru
Título del documento: Does technology in schools affect repetition, dropout and enrollment? Evidence from Peru
Revista: Journal of applied economics
Base de datos: CLASE
Número de sistema: 000394253
ISSN: 1667-6726
Autores: 1
2
3
Instituciones: 1Interamerican Development Bank, Washington, Distrito de Columbia. Estados Unidos de América
2Columbia University, Nueva York. Estados Unidos de América
3University of Houston, Houston, Texas. Estados Unidos de América
Año:
Periodo: May
Volumen: 17
Número: 1
Paginación: 89-111
País: Argentina
Idioma: Inglés
Tipo de documento: Artículo
Enfoque: Analítico, descriptivo
Resumen en inglés Many developing countries are allocating significant resources to expand technology access in schools. Whether these investments will translate into measurable educational improvements remains an open question because of the limited existing evidence. This paper contributes to fill this gap 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 is 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
Disciplinas: Educación
Palabras clave: Sistemas educativos,
Perú,
Educación tecnológica,
Computadoras,
Deserción escolar,
Reprobación escolar,
Inscripciones
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