Laptops in the long run: Evidence from the one laptop per child program in rural Peru

Abstract

This paper examines a large-scale randomized evaluation of the One Laptop Per Child (OLPC) program in 531 Peruvian rural primary schools. We use administrative data on academic performance and grade progression over 10 years to estimate the long-run effects of increased computer access on (i) school performance over time and (ii) students’ educational trajectories. Following schools over time, we find no significant effects on academic performance but some evidence of negative effects on grade progression. Following students over time, we find no significant effects on primary and secondary completion, academic performance in secondary school, or university enrollment. Survey data indicate that computer access significantly improved students’ computer skills but not their cognitive skills; treated teachers received some training but did not improve their digital skills and showed limited use of technology in classrooms, suggesting the need for additional pedagogical support.