Does ICT Increase Years of Education?: Evidence from Peru

Abstract

A number of empirical studies have measured the effect of Information and Communication Technology (ICT) on test scores, yet there is a lack of empirical evidence on the effects of this type of intervention on drop-out and repetition rates, variables that have a direct impact on years of education. This working paper analyzes rich longitudinal censal data from Peru as well as information regarding a specific program that deployed computers in 350 schools in the year 2004. Results indicate null impacts of increasing computer access on repetition, drop-out rates and initial enrollment. The large sample sizes allow the authors to detect even very modest effects. These results, together with previous evidence on the lack of effects on tests scores, point to a limited potential of computers in improving education outcomes.