Assessing the Impact of an Instructional Innovation on Achievement Differentials: The Case of Computer-Assisted Instruction

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Abstract
In this article the authors offer “an alternative to the conventional procedure for assessing the quantitative impact of an instructional innovation on achievement differentials.” Although computer-assisted instruction is the medium discussed here, the authors claim that any innovative technique that affects the student's allocation of time can be analyzed in a similar fashion. Thus, this piece should be of interest not only to those experimenting with computer-assisted instruction but to all who are engaged in experimental economic education research.

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