| Evaluation | Effect | Average Age | Observations | Experimental Evaluation | Country | Intervention |
|---|---|---|---|---|---|---|
| Barrera-Osorio 2009 | 1 | Grade 5 | 2,626 | Yes | Colombia | Schools received refurbished computers, teachers received training |
| Angrist 2002 ii | 0 | Grade 8 | 2,607 | Yes | Israel | Procurement of hardware, software, training of teachers |
| Berlinski 2013 ii | -16 | Grade 7 | 2,049 | Yes | Costa Rica | Interactive whiteboard, workbooks and manuals, teacher training |
| Berlinski 2013 iv | -35 | Grade 7 | 1,945 | Yes | Costa Rica | Individual laptops for students; training, manuals for teachers |
| Berlinski 2013 iii | -21 | Grade 7 | 1,822 | Yes | Costa Rica | Computer lab, workbooks and manuals, teacher training |
| Barrow 2008 | 17 | Grade 9 | 1,605 | Yes | United States | Software and hardware for math skills |
| Schoen 2003 | 19 | Grade 9 | 1,050 | No | United States | Teachers were trained for implementation of the new math curriculum |
| Fairlie 2013 | -5 | Grade 8 | 938 | Yes | United States | Computers to schoolchildren for home use |
| Louw 2008 | -5 | Grade 11 | 580 | Yes | South Africa | Schools received 40 computers and Master Math software |
| O’Dwye 2007 | 15 | Grade 9 | 463 | No | United States | Students worked on internet-connected computers during class time |
Graph of Effects
This graph shows the effects of [Number of Evaluations] evaluations of [Program Type] programs. The first evaluation, [Evaluation name 1], estimated an effect of [Estimated effect Eval. 1] points (graphed with the top grey circle). Because this is an estimate, there is uncertainty about what the true effect is. But we know that the true effect will probably lie between a low value of [True effect lie between – Low value, Eval. 1] and a high value of [True effect lie between – High value, Eval. 1] (graphed with the top horizontal line). We can combine the estimates from all the evaluations and compute an average effect of [Estimated effect, Average] (graphed with the black circle). There is also uncertainty about where the true average effect is. But we know that the true average effect probably lies between [True effect lie between – Low value, Average] and [True effect lie between – High value, Average] points (graphed with the bottom horizontal line).
| Evaluation | Effects | Low Value | High Value | Weight in Average Effect (%) |
|---|---|---|---|---|
| Angrist 2002 ii | 0 | -7 | 7 | 15 |
| Barrera-Osorio 2009 | 1 | -9 | 11 | 13 |
| Barrow 2008 | 17 | 7 | 27 | 13 |
| Berlinski 2013 ii | -16 | -31 | -1 | 4 |
| Berlinski 2013 iii | -21 | -40 | -2 | 3 |
| Berlinski 2013 iv | -35 | -50 | -20 | 4 |
| Fairlie 2013 | -5 | -12 | 2 | 15 |
| Louw 2008 | -5 | -19 | 9 | 11 |
| O’Dwye 2007 | 15 | 0 | 30 | 10 |
| Schoen 2003 | 19 | 9 | 29 | 13 |
| Overall |