An evaluation published in Educational Evaluation and Policy Analysis evaluates the impact of the Digital Conversion Initiative on pupil outcomes for one US school district in North Carolina.
The initiative provided laptop computers to every pupil from the fourth grade (Year 5) upwards, while also providing teachers with training on how to best use the technology in their lesson plans.
Marie Hull and Katherine Duch used administrative school data from 2005 to 2013 to determine the programme’s impact on maths and reading achievement for pupils in grades 4 to 8 (Years 5 to 9), as well as the impact of the programme on pupil behaviour. They compared the district’s data from before and after implementation, as well as data from neighbouring school districts without one-to-one programmes to determine the short- and medium-term effects.
Their results suggest there is potential for one-to-one laptop programmes to help improve pupil outcomes. They found that:
- Maths scores for pupils improved by 0.11 standard deviations in the short term and 0.13 standard deviations in the medium term.
- No significant change in reading scores in the short term, and mixed evidence of improvement in the medium term.
- Time spent on homework stayed constant.
- Pupils spent more of their homework time using a computer.
Source: One-to-one technology and student outcomes: Evidence from Mooresville’s Digital Conversion Initiative (September 2018), Educational Evaluation and Policy Analysis