Abstract
Students living in poverty tend to perform worse in school than their peers from better-off families. This paper examines whether computer availability helps narrow down educational inequalities in Slovakia, using TIMSS and PIRLS data. The results show that computer availability in reading lessons improves reading scores and that the effect is higher for disadvantaged children. However, the computer availability does not render positive effects on scores in mathematics and science. Therefore, policies aiming to increase computer use in schools should also aim to identify ICT-based teaching methods that help students learn.
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