Abstract
The purpose of this study was to determine if there is a relationship between the number of students per computer in schools and traditional educational outcomes. The educational outcomes of four comparable groups of school districts with different numbers of students per computer were compared. The analysis found no statistically significant differences among the mean reading/language arts, mathematics, science, and social studies achievement scores among the four groups of schools. Likewise, there were no differences among the mean attendance and high school dropout rates. This implies that the allocation of class time and resources to educational computing is not associated with a loss in traditional outcome measures while the students are accumulating computer experience and skills.
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