Abstract
The benefits of mathematical-related skills are well documented in the economics and education literature. Even in spite of such evidence, proficiency levels among US high school students remain persistently low. This is especially true for the State of Nevada. As a result, the Clark County School District (CCSD) made available to students a computer-aided math tutorial prior to taking the High School Proficiency Exam (HSPE) in mathematics. As such, we utilize a novel dataset and explore the impact of computer-aided learning on mathematics proficiency rates for 10th and 11th graders in the CCSD. Our results provide some evidence of increased proficiency in mathematics related to tutorial participation. This is especially true for minority students. However, causal claims are limited due to the inability to rule out a zero lower bound on the estimated average treatment effects.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
