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Author: Beltran, Daniel O.
Resulting in 4 citations.
1. Beltran, Daniel O.
Das, Kuntal Kumar
Fairlie, Robert W.
Are Computers Good for Children? The Effects of Home Computers on Educational Outcomes
Discussion Papers: 576, Centre for Economic Policy Research, Research School of Social Sciences, Australian National University, 2008.
Also: http://www.cbe.anu.edu.au/research/papers/ceprdpapers/DP576.pdf
Cohort(s): NLSY97
Publisher: Centre for Economic Policy Research, ANU
Keyword(s): Computer Ownership; Computer Use/Internet Access; Crime; Current Population Survey (CPS) / CPS-Fertility Supplement; Educational Returns; High School Completion/Graduates; Home Environment; Modeling, Fixed Effects

Permission to reprint the abstract has not been received from the publisher.

Although computers are universal in the classroom, nearly twenty million children in the United States do not have computers in their homes. Surprisingly, only a few previous studies explore the role of home computers in the educational process. Home computers might be very useful for completing school assignments, but they might also represent a distraction for teenagers. We use several identification strategies and panel data from the two main U.S. datasets that include recent information on computer ownership among children--the 2000-2003 CPS Computer and Internet Use Supplements (CIUS) matched to the CPS Basic Monthly Files and the National Longitudinal Survey of Youth 1997--to explore the causal relationship between computer ownership and high school graduation and other educational outcomes. Teenagers who have access to home computers are 6 to 8 percentage points more likely to graduate from high school than teenagers who do not have home computers after controlling for individual, parental, and family characteristics. We generally find evidence of positive relationships between home computers and educational outcomes using several identification strategies, including controlling for typically unobservable home environment and extracurricular activities in the NLSY97, fixed effects models, instrumental variables, and including future computer ownership and falsification tests. Home computers may increase high school graduation by reducing non-productive activities, such as truancy and crime, among children in addition to making it easier to complete school assignments.
Bibliography Citation
Beltran, Daniel O., Kuntal Kumar Das and Robert W. Fairlie. "Are Computers Good for Children? The Effects of Home Computers on Educational Outcomes." Discussion Papers: 576, Centre for Economic Policy Research, Research School of Social Sciences, Australian National University, 2008.
2. Beltran, Daniel O.
Das, Kuntal Kumar
Fairlie, Robert W.
Are Computers Good for Children? The Effects of Home Computers on Educational Outcomes
Presented: Chicago, IL, Annual Meetings of the Society of Labor Economists, May 4-5, 2007
Cohort(s): NLSY97
Publisher: National Opinion Research Center - NORC
Keyword(s): Computer Ownership; Computer Use/Internet Access; Crime; Current Population Survey (CPS) / CPS-Fertility Supplement; Educational Returns; High School Completion/Graduates; Home Environment; Modeling, Fixed Effects

Although computers are universal in the classroom, nearly twenty million children in the United States do not have computers in their homes. Surprisingly, only a few previous studies explore the role of home computers in the educational process. Home computers might be very useful for completing school assignments, but they might also represent a distraction for teenagers. We use several identification strategies and panel data from the two main U.S. datasets that include recent information on computer ownership among children -- the 2000-2003 CPS Computer and Internet Use Supplements (CIUS) matched to the CPS Basic Monthly Files and the National Longitudinal Survey of Youth 1997 -- to explore the causal relationship between computer ownership and high school graduation and other educational outcomes. Teenagers who have access to home computers are 6 to 8 percentage points more likely to graduate from high school than teenagers who do not have home computers after controlling for individual, parental, and family characteristics. We generally find evidence of positive relationships between home computers and educational outcomes using several identification strategies, including controlling for typically unobservable home environment and extracurricular activities in the NLSY97, fixed effects models, instrumental variables, and including future computer ownership and "pencil tests." Home computers may increase high school graduation by reducing non-productive activities, such as truancy and crime, among children in addition to making it easier to complete school assignments.
Bibliography Citation
Beltran, Daniel O., Kuntal Kumar Das and Robert W. Fairlie. "Are Computers Good for Children? The Effects of Home Computers on Educational Outcomes." Presented: Chicago, IL, Annual Meetings of the Society of Labor Economists, May 4-5, 2007.
3. Beltran, Daniel O.
Das, Kuntal Kumar
Fairlie, Robert W.
Do Home Computers Improve Educational Outcomes? Evidence from Matched Current Population Surveys and the National Longitudinal Survey of Youth 1997
IZA Discussion Paper No. 1912, Institute for the Study of Labor (IZA), January 2006.
Also: ftp://repec.iza.org/RePEc/Discussionpaper/dp1912.pdf
Cohort(s): NLSY97
Publisher: Institute for the Study of Labor (IZA)
Keyword(s): Computer Ownership; Computer Use/Internet Access; Current Population Survey (CPS) / CPS-Fertility Supplement; Educational Returns; High School Diploma; Truancy

Permission to reprint the abstract has not been received from the publisher.

Nearly twenty million children in the United States do not have computers in their homes. The role of home computers in the educational process, however, has drawn very little attention in the previous literature. We use panel data from the two main U.S. datasets that include recent information on computer ownership among children - the 2000-2003 CPS Computer and Internet Use Supplements (CIUS) matched to the CPS Basic Monthly Files and the National Longitudinal Survey of Youth 1997 - to explore the relationship between computer ownership and high school graduation and other educational outcomes. Teenagers who have access to home computers are 6 to 8 percentage points more likely to graduate from high school than teenagers who do not have home computers after controlling for individual, parental, and family characteristics. We generally find evidence of positive relationships between home computers and educational outcomes using several estimation strategies, including controlling for typically unobservable home environment and extracurricular activities in the NLSY97, fixed effects models, instrumental variables, future computer ownership and "pencil tests". Some of these estimation techniques, however, provide imprecise estimates. Home computers may increase high school graduation by reducing nonproductive activities, such as truancy and crime, among children in addition to making it easier to complete school assignments.
Bibliography Citation
Beltran, Daniel O., Kuntal Kumar Das and Robert W. Fairlie. "Do Home Computers Improve Educational Outcomes? Evidence from Matched Current Population Surveys and the National Longitudinal Survey of Youth 1997." IZA Discussion Paper No. 1912, Institute for the Study of Labor (IZA), January 2006.
4. Fairlie, Robert W.
Beltran, Daniel O.
Das, Kuntal Kumar
Home Computers and Educational Outcomes: Evidence from the NLSY97 and CPS
Economic Inquiry 48,3 (July 2010): 771-792.
Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1465-7295.2009.00218.x/abstract
Cohort(s): NLSY97
Publisher: Western Economic Association International
Keyword(s): Computer Use/Internet Access; Crime; Current Population Survey (CPS) / CPS-Fertility Supplement; Education; Educational Returns; Family Characteristics; High School Completion/Graduates; Home Environment; Modeling, Fixed Effects; Truancy

Although computers are universal in the classroom, nearly 20 million children in the United States do not have computers in their homes. Surprisingly, only a few previous studies explore the role of home computers in the educational process. Home computers might be very useful for completing school assignments, but they might also represent a distraction for teenagers. We use several identification strategies and panel data from the two main U.S. data sets that include recent information on computer ownership among children—the 2000–2003 Current Population Survey (CPS) Computer and Internet Use Supplements matched to the CPS basic monthly files and the National Longitudinal Survey of Youth 1997 (NLSY97)—to explore the causal relationship between computer ownership and high school graduation and other educational outcomes. Teenagers who have access to home computers are 6–8 percentage points more likely to graduate from high school than teenagers who do not have home computers after controlling for individual, parental, and family characteristics. We generally find evidence of positive relationships between home computers and educational outcomes using several identification strategies, including controlling for typically unobservable home environment and extracurricular activities in the NLSY97, fixed effects models, instrumental variables, and including future computer ownership and falsification tests. Home computers may increase high school graduation by reducing nonproductive activities, such as truancy and crime, among children in addition to making it easier to complete school assignments (JEL I2).
Bibliography Citation
Fairlie, Robert W., Daniel O. Beltran and Kuntal Kumar Das. "Home Computers and Educational Outcomes: Evidence from the NLSY97 and CPS." Economic Inquiry 48,3 (July 2010): 771-792.