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An empirical study of the effect of information technology expenditures on student achievement (26 Jul 2004)
This study reviewed 1090 California schools and over 6,000,000 students and found no consistent positive correlation between information technology and higher reading or math scores in any of the grades 2 through 11 as measured by the California standardized test scores. The study confirmed the strong negative correlation between socioeconomic status and student performance and also found that the percent of fully credentialed teachers promoted higher test scores in all grades. The data surprisingly reflected significant and somewhat positive correlation between average class size and math scores in 6 of the 11 grades. Further study is warranted to confirm these findings in other states. A working paper by the author has found similar overall results in Pennsylvania with relation to information technology expenditures. (Peslak, 2003). Detailed analysis needs to be performed to discover why IT expenditures do not translate into more effective tools to further reading and writing skills.
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