Abstract
This article uses a difference-in-differences strategy to evaluate the impact of a one-to-one laptop program. Teaching practices changed with the introduction of the program, and the district worked to make wireless Internet more accessible in the community. We find that while short-term impacts of the program were statistically insignificant, math scores improved by 0.13 standard deviations in the medium term. Time spent on homework stayed constant, but students spent more of their homework time using a computer. We also investigate the impact of the program on other measures of student behavior as well as heterogeneity in impacts. A limitation of this study is that we cannot distinguish which aspects of the program were most important in improving student outcomes.
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