The effect of technology funding on school-level student proficiency |
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| Institution: | 1. Department of Economics, University of Florida, USA;2. Department of Economics, Robert F. Lanzillotti Public Policy Research Center and affiliate faculty, Education Policy Research Center, University of Florida, USA;1. Department of Business Administration, Universidad Nebrija, C/ de Sta. Cruz de Marcenado, 27, Madrid 28015, Spain;2. Department of Quantitative Methods, Universidad Pontificia Comillas, C/Alberto Aguilera, 23, Madrid 28015, Spain;1. University of Wuppertal, Rainer-Gruenter-Str. 21, 42119 Wuppertal, Germany;2. University of Southern Queensland, Toowoomba, Queensland 4350, Australia;1. Sao Paulo School of Economics-FGV and IZA, Sao Paulo, Brazil;2. Inter-American Development Bank (IDB), Washington DC, USA |
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| Abstract: | This study presents new evidence on the effect of technology funding on school-level student proficiency. I exploit exogenous variation in school-level technology funding using the California Education Technology K-12 Voucher Program. The program provided eligible schools with technology vouchers to purchase qualifying hardware and software products and services. Using a regression discontinuity difference-in-difference design and data on voucher eligibility, voucher use, and school-level student proficiency, I find that voucher eligibility had no significant impact on school-level student proficiency, while voucher use had positive impacts on school-level student proficiency. The voucher use results are driven entirely by schools using the voucher funds for technology resources, but reallocating dollars initially earmarked for technology to other school inputs. |
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