Laptops in the long run: Evidence from the one laptop per child program in rural Peru
Journal of Public Economics · 2025 · Santiago Cueto、Diether Beuermann、Julián Cristia、Ofer Malamud、Francisco Javier Ramos Pardo
中文摘要
本文考察了在秘鲁531所农村小学开展的“一童一机”（OLPC）项目的大规模随机评估。我们利用10年间学业表现和年级晋升的行政数据，估计增加计算机可及性对以下方面的长期影响：（i）学校表现随时间的变化；（ii）学生的教育轨迹。对学校进行长期追踪后，我们发现该项目对学业表现没有显著影响，但有一些证据表明其对年级晋升产生了负面影响。对学生进行长期追踪后，我们发现该项目对小学和中学毕业、学生在中学阶段的学业表现或大学入学均无显著影响。调查数据表明，计算机可及性显著提高了学生的计算机技能，但未提高其认知技能；受处理教师接受了一定培训，但数字技能并未提高，且在课堂上使用技术的程度有限，这表明有必要提供更多教学支持。
Abstract
This paper examines a large-scale randomized evaluation of the One Laptop Per Child (OLPC) program in 531 Peruvian rural primary schools. We use administrative data on academic performance and grade progression over 10 years to estimate the long-run effects of increased computer access on (i) school performance over time and (ii) students’ educational trajectories. Following schools over time, we find no significant effects on academic performance but some evidence of negative effects on grade progression. Following students over time, we find no significant effects on primary and secondary completion, academic performance in secondary school, or university enrollment. Survey data indicate that computer access significantly improved students’ computer skills but not their cognitive skills; treated teachers received some training but did not improve their digital skills and showed limited use of technology in classrooms, suggesting the need for additional pedagogical support.