The effectiveness of a computer-assisted math learning program

Computer-assisted instruction (CAI) programs are considered as a way to improve learning outcomes of students. However, little is known on the schools who implement such programs as well as on the effectiveness of similar ICT-programs. We provide a literature review which pays special attention to the existing causal evidence of computer-assisted programs on learning outcomes. The paper relies on a rich dataset consisting of (i) pupil-level information on the use of a Dutch computer-assisted program and (ii) detailed school-level information on, among others, outcomes on national exams. The results suggest that schools with lower educational attainments use more frequently computerassisted instruction programs. This suggests that they use CAI-programs to catch-up on learning outcomes. Moreover, using an instrumental variable design, we argue that given the participation in the CAI-program, making more exercises leads to higher test results. Working with a CAI-program seems therefore effective.