Academic achievement, technology and race: Experimental evidence
ARTICLE
Robert W. Fairlie
Economics of Education Review Volume 31, Number 5, ISSN 0272-7757 Publisher: Elsevier Ltd
Abstract
Although a large literature explores the achievement gap between minority and non-minority students, very little is known about whether disparities in access to technology are partly responsible. Data from the first-ever field experiment involving the random provision of free computers to low-income community college students for home use are used to explore whether home computers are beneficial to minority students. I find that minority students receiving free computers achieved better educational outcomes than the control group that did not receive free computers. Minority students may have benefitted more from receiving free computers because of fewer alternatives for accessing home computers due to lower rates of computer ownership among family, friends, and relatives. Implications for the achievement gap and policy are discussed.
Citation
Fairlie, R.W. (2012). Academic achievement, technology and race: Experimental evidence. Economics of Education Review, 31(5), 663-679. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/68676/.
This record was imported from
Economics of Education Review
on January 28, 2019.
Economics of Education Review is a publication of Elsevier.
Keywords
- academic achievement
- Access to Computers
- Achievement Gap
- Community Colleges
- Computer Uses in Education
- Control Groups
- Correlation
- Educational Experiments
- educational policy
- experiment
- Experimental Groups
- Field Studies
- I24
- Low Income Groups
- Minority Group Students
- Outcomes of Education
- Program Effectiveness
- race
- Racial Differences
- technology
- Two Year College Students
Cited By
View References & Citations Map-
SITE Joint SIG Symposia: A Collaboration Between the K-12 Online Learning SIG and Distance Learning SIG: How Higher Education and K-12 Online Learning Research Can Impact Each Other
Rick Ferdig, Kent State University, United States; Leanna Archambault, Arizona State University, United States; Kerry Rice, Boise State University, United States; Margaret Niess, Oregon State University, United States; Trisha Litz, Regis University, United States; Amy Garrett-Dikkers, University of North Carolina Wilmington, United States; Aimee Whiteside, University of Tampa, United States; Michael Barbour, Touro University, United States; David Marcovitz, Loyola University Maryland, United States; Antoinette Davis, Eastern Kentucky University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 635–639
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