The number of schools that have access to computers and the internet has increased rapidly since the beginning of the nineties. However evidence of their effectiveness as pedagogical tools to acquire reading and mathematics skills is still the object of debate. We use repeated cross-section data from Brazil to evaluate the effect of the availability of a computer laboratory and the use of computers and the internet by teachers on pupils’ mathematics and reading test scores at age 15.


Computers in schools, pupil performance, pseudo-panel