Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, this study explores the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning.

This study explores the potential of enabling parents to provide literacy development opportunities at home as a low-cost alternative. A randomized field trial of a summer text-messaging pilot program was conducted for parents focused on promoting literacy skills among first through fourth graders.

Vocabulary is critical to literacy development in early childhood, yet large disparities in vocabulary knowledge persist between children from high-income and low-income backgrounds. In a randomized evaluation, researchers evaluated the Big Word Club, a classroom-based digital learning program designed to increase the vocabulary of young children, to assess the program’s impact on children’s receptive vocabulary.

The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors.

This paper examines the causal effect of computer-aided instruction (CAI) on children’s cognitive and non-cognitive skills. A clustered-randomized controlled trials was conducted at five elementary schools near Phnom Penn for three months. Students were randomly assigned into 20 treatment classes which were allowed to use an app-based on CAI instead of regular math classes during the intervention, or 20 control classes.

Explore how an educational media intervention can have great benefits, even in locales where the children face difficult hardships and lack basic resources.