Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India
通过抽奖实验发现，印度城市中学生参加个性化技术辅助课后辅导项目4.5个月后，数学成绩提高0.37个标准差，印地语提高0.23个标准差，对学业较弱学生帮助更大。
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.