Working Paper: NBER ID: w10315
Authors: Cecilia E. Rouse; Alan B. Krueger; Lisa Markman
Abstract: Although schools across the country are investing heavily in computers in the classroom, there is surprisingly little evidence that they actually improve student achievement. In this paper we present results from a randomized study of a well-defined use of computers in schools: a popular instructional computer program, known as Fast ForWord, which is designed to improve language and reading skills. We assess the impact of the program using four different measures of language and reading ability. Our estimates suggest that while use of the computer program may improve some aspects of students' language skills, it does not appear that these gains translate into a broader measure of language acquisition or into actual reading skills.
Keywords: computerized instruction; reading program; randomized evaluation; language skills; educational technology
JEL Codes: I20
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| improvement in students' language skills (I25) | no significant gains in actual reading skills (A21) |
| Fast ForWord (FFW) program (C88) | improvement in students' language skills (I25) |
| Fast ForWord (FFW) program (C88) | no detectable effect on reading skills (Y50) |
| Fast ForWord (FFW) program (C88) | minimal impact on reading skills (A21) |