{"doc_desc":{"idno":"DDI_DOM_2023-2024_CALIE_v01_M","producers":[{"name":"Development Data Group","abbr":"DECDG","affiliation":"World Bank Group","role":"Documentation of the survey"}],"version_statement":{"version":"Version 01 (July 2026)"}},"study_desc":{"title_statement":{"idno":"DOM_2023-2024_CALIE_v01_M","title":"Improving Student Outcomes through Adaptive Learning Platforms: Experimental Evidence from the Dominican Republic 2023-2024","sub_title":"Baseline, Midline, and Endline Surveys","alternate_title":"CALIE 2023-24"},"authoring_entity":[{"name":"Carolina Lopez","affiliation":"Development Research Group, World Bank"},{"name":"Astrid Pineda","affiliation":"World Bank Group"}],"production_statement":{"funding_agencies":[{"name":"Tinker Foundation","abbr":"","role":"Primary Founder"},{"name":"Institute of Education Sciences, U.S. Department of Education","abbr":"IES","role":""}]},"distribution_statement":{"contact":[{"name":"Carolina Lopez","affiliation":"Development Research Group, World Bank","email":"carolina_lopez@worldbank.org","uri":""},{"name":"Astrid Pineda","affiliation":"World Bank","email":"apineda@worldbank.org","uri":""}]},"series_statement":{"series_info":"This dataset accompanies the paper \"Improving Student Outcomes through Adaptive Learning Platforms: Experimental Evidence from the Dominican Republic\" (Lopez & Pineda). The data come from a randomized controlled trial conducted in 9 public secondary schools in the Dominican Republic during the 2023\u20132024 school year. The study evaluated the impact of integrating computer-adaptive learning (CAL) technology into regular mathematics instruction for ninth-grade students across 38 classrooms. A second randomization assigned small-group tutoring to academically at-risk students in treated classrooms. The dataset includes student-level baseline, midline, and endline survey data, administrative records (grades, attendance, dropout), and platform usage data. Pre-registered as AEARCTR-0012383; IRB protocol 24-444 (Teachers College Columbia University)."},"version_statement":{"version":"This dataset accompanies the paper \"Improving Student Outcomes through Adaptive Learning Platforms: Experimental Evidence from the Dominican Republic\" (Lopez & Pineda). The data come from a randomized controlled trial conducted in 9 public secondary schools in the Dominican Republic during the 2023\u20132024 school year. The study evaluated the impact of integrating computer-adaptive learning (CAL) technology into regular mathematics instruction for ninth-grade students across 38 classrooms. A second randomization assigned small-group tutoring to academically at-risk students in treated classrooms. The dataset includes student-level baseline, midline, and endline survey data, administrative records (grades, attendance, dropout), and platform usage data. Pre-registered as AEARCTR-0012383; IRB protocol 24-444 (Teachers College Columbia University)."},"study_info":{"abstract":"Most students in developing countries receive grade-level instruction despite lacking prerequisite skills, widening learning gaps. To address this mismatch, we conducted a randomized controlled trial integrating computer-adaptive learning (CAL) technology into regular classroom instruction for ninth-grade students in the Dominican Republic. We replaced two of seven weekly mathematics hours with an adaptive software that adapts to individual skill levels. CAL improved test scores by 0.28-0.31 standard deviations. However, we find no evidence that adding small-group tutoring enhanced these benefits; if anything, classrooms assigned to receive both interventions showed smaller gains than those receiving CAL alone, though this difference is not statistically significant. We document implementation challenges and explore potential mechanisms, including reduced platform engagement in tutoring classrooms. These results suggest computer-adaptive learning software can be effectively integrated into classroom instruction to improve learning, but combining multiple interventions may produce unintended behavioral responses that diminish their effectiveness.","coll_dates":[{"start":"2023-09-01","end":"2023-09-30","cycle":"Baseline"},{"start":"2023-12-01","end":"2023-12-31","cycle":"Midline"},{"start":"2024-05-01","end":"2024-09-30","cycle":"Endline"}],"nation":[{"name":"Dominican Republic","abbreviation":"DOM"}],"geog_coverage":"Urban","analysis_unit":"Students","universe":"Ninth-grade students enrolled in public secondary schools in Santo Domingo and Santiago, Dominican Republic, during the 2023\u20132024 school year. Schools were selected based on having an active computer lab, reliable electricity and internet access, an extended-day format, and at least three ninth-grade classrooms. The sample comprises 38 classrooms across 9 schools.","data_kind":"Sample survey data [ssd]"},"method":{"data_collection":{"sampling_procedure":"The study sample was not drawn through probability sampling. Schools were selected purposively based on four criteria: (1) having an active computer lab, (2) reliable electricity and internet access, (3) an extended-day school format, and (4) at least three ninth-grade classrooms, with prior participation in the ALEKS platform program. All eligible ninth-grade classrooms within selected schools were included. Treatment was assigned through a two-stage pairwise randomization at the classroom level: classrooms were ranked by size, paired, and one classroom per pair was randomly assigned to the CAL treatment. Within the CAL group, the same procedure was repeated to assign the tutoring component.","research_instrument":"Baseline Student Survey (Spanish, Baseline); Baseline Teacher Survey (Spanish, Baseline); Baseline School Survey (Spanish, Baseline); Baseline Tutor Survey (Spanish, Baseline); Midline Student Survey (Spanish, Midline); Midline Math Test (Spanish, Midline); Endline Student Survey (English, Endline); Endline Teacher Survey (English, Endline); Endline Principal Survey (English, Endline); Endline Tutor Survey (English, Endline); Endline Math Test (English, Endline)"}},"data_access":{"dataset_use":{"conf_dec":[{"txt":"The data were collected under IRB protocol 24-444 approved by the Teachers College Columbia University Institutional Review Board. All participants provided informed consent. Data have been de-identified: names and direct identifiers have been removed. The data contain information on minors (ninth-grade students, approximately 14\u201316 years of age) and must be treated accordingly.","required":"yes","form_no":"","form_uri":""}],"contact":[{"name":"Carolina Lopez","affiliation":"Development Research Group, World Bank","email":"carolina_lopez@worldbank.or","uri":""},{"name":"Astrid Pineda","affiliation":"World Bank","email":"apineda@worldbank.org","uri":""}],"cit_req":"Lopez, Carolina and Astrid Pineda. \"Improving Student Outcomes through Adaptive Learning Platforms: Experimental Evidence from the Dominican Republic.\" Working paper.","conditions":"Access to this dataset requires signing a Data Use Agreement (DUA) with the authors. Users may not attempt to re-identify study participants, share the data with third parties, or use the data for purposes other than research. Publications using these data must acknowledge the original study and cite the accompanying paper.","disclaimer":"The user of the data acknowledges that the original collectors of the data, the authorized distributors of the data, and the relevant funding agencies bear no responsibility for use of the data or for interpretations or inferences based upon such uses. The findings, interpretations, and conclusions expressed in any work using this dataset are entirely those of the authors and do not necessarily represent the views of the World Bank, its affiliated organizations, or the governments they represent."}}},"schematype":"survey","tags":[{"tag":"DOI"}]}