Noncognitive Development of First Graders and Their Cognitive Performance
In: Higher School of Economics Research Paper No. WP BRP 57/PSY/2016
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In: Higher School of Economics Research Paper No. WP BRP 57/PSY/2016
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In: Higher School of Economics Research Paper No. WP BRP 36/PSY/2015
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Working paper
In: Higher School of Economics Research Paper No. WP BRP 20/EDU/2014
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Working paper
In: Journal of policy analysis and management: the journal of the Association for Public Policy Analysis and Management, Band 42, Heft 2, S. 552-570
ISSN: 1520-6688
AbstractThe previous expansion of EdTech as a substitute for traditional learning around the world, the recent full‐scale substitution due to COVID‐19, and potential future shifts to blended approaches suggest that it is imperative to understand input substitutability between in‐person and online learning. We explore input substitutability in education by employing a novel randomized controlled trial that varies dosage of computer‐assisted learning (CAL) as a substitute for traditional learning through homework. Moving from zero to a low level of CAL, we find positive substitutability of CAL for traditional learning. Moving from a lower to a higher level of CAL, substitutability changes and is either neutral or even negative. The estimates suggest that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide prior to, during, and after the pandemic.
In: NBER Working Paper No. w26967
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Working paper
We assess and compare computer science skills among final-year computer science undergraduates (seniors) in four major economic and political powers that produce approximately half of the science, technology, engineering, and mathematics graduates in the world. We find that seniors in the United States substantially outperform seniors in China, India, and Russia by 0.76–0.88 SDs and score comparably with seniors in elite institutions in these countries. Seniors in elite institutions in the United States further outperform seniors in elite institutions in China, India, and Russia by ∼0.85 SDs. The skills advantage of the United States is not because it has a large proportion of high-scoring international students. Finally, males score consistently but only moderately higher (0.16–0.41 SDs) than females within all four countries.
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