Alejandro J. Ganimian
Abdul Latif Jameel Poverty Action Lab,
2 Balbir Saxena Marg,
New Delhi, India
Institutional Affiliation: Harvard University
NBER Working Papers and Publications
|December 2016||Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India|
with Karthik Muralidharan, Abhijeet Singh: w22923
We present experimental evidence on the impact of a personalized technology-aided after-school instruction program on learning outcomes. Our setting is middle-school grades in urban India, where a lottery provided winning students with a voucher to cover program costs. We find that lottery winners scored 0.36σ higher in math and 0.22σ higher in Hindi relative to lottery losers after just 4.5-months of access to the program. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.59σ and 0.36σ respectively. We find similar absolute test score gains for all students, but the relative gain was much greater for academically-weaker students because their rate of learning in the control group was close to zero. We show that the program was able ...
Published: Karthik Muralidharan & Abhijeet Singh & Alejandro J. Ganimian, 2019. "Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India," American Economic Review, vol 109(4), pages 1426-1460. citation courtesy of
|July 2014||Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Impact Evaluations|
with Richard J. Murnane: w20284
This paper reviews and interprets the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We consider for inclusion in our review all studies in recent syntheses, which have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We group interventions based on their theory of action. We derive four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the ...