{"type":"script","doc_desc":{"producers":[{"name":"Reproducibility WBG","abbr":"DECDI","affiliation":"World Bank - Development Impact Department","role":"Verification and preparation of metadata"}],"prod_date":"2026-06-24","version":"1"},"project_desc":{"authoring_entity":[{"name":"Carolina Lopez","affiliation":"World Bank","email":"carolina_lopez@worldbank.org"},{"name":"Astrid Pineda","affiliation":"World Bank","email":"apineda@worldbank.org"}],"title_statement":{"title":"Reproducibility package for Improving Student Outcomes Through Adaptive Learning Platforms: Experimental Evidence From The Dominican Republic","idno":"RR_DOM_2026_688"},"data_statement":"All data is not yet publicly available but is expected to be made available through the World Bank Microdata Library in the future. ","software":[{"name":"Stata","version":"19.5 MP"}],"scripts":[{"title":"Reproducibility package for Improving Student Outcomes Through Adaptive Learning Platforms: Experimental Evidence From The Dominican Republic","date":"2026-06","notes":"Computational reproducibility verified by Development Impact (DECDI) Analytics team, World Bank.","instructions":"See README in reproducibility package.","file_name":"RR_DOM_2026_688","zip_package":"RR_DOM_2026_688.zip","dependencies":"Stata dependencies are listed in the ado folder."}],"repository_uri":[{"name":"Reproducible Research Repository (World Bank)","uri":"https:\/\/reproducibility.worldbank.org"}],"production_date":"2026-06-24","abstract":"Most students in developing countries receive grade-level instruction despite lacking prerequisite skills, a mismatch that widens learning gaps as students progress. We conducted a randomized controlled trial across 38 classrooms and 1,333 night-grade students in the Dominican Republic, randomly assigning classrooms to one of three arms: computer-adaptive learning (CAL) software replacing two of seven weekly mathematics hours, CAL combined with small-group tutoring, or a business-as-usual control. CAL improved test scores by 0.29-0.31 standard deviations over 6 months, among the larger effects documented for education technology interventions in developing countries. We find no evidence that adding small-group tutoring enhanced these benefits; if anything, classrooms assigned to 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, showing that tutoring classrooms exhibited reduced engagement with the CAL platform. These results suggest computer-adaptive learning software can be effectively integrated into classroom instruction to improve learning at scale, but that combining multiple interventions is not guaranteed to produce additive benefits and may instead generate unintended behavioral responses that offset their effectiveness.","geographic_units":[{"name":"Dominican Republic","code":"DOM"}],"output":[{"type":"Working Paper","description":"Policy Research Working Papers (PRWP)","title":"Improving Student Outcomes Through Adaptive Learning Platforms: Experimental Evidence From The Dominican Republic"}],"language":[{"name":"English","code":"EN"}],"technology_requirements":"Run time ~ 2 hours","disclaimer":"The materials in the reproducibility packages are distributed as they were prepared by the staff of the International Bank for Reconstruction and Development\/The World Bank. The findings, interpretations, and conclusions expressed in this event do not necessarily reflect the views of the World Bank, the Executive Directors of the World Bank, or the governments they represent. The World Bank does not guarantee the accuracy of the materials included in the reproducibility package.","license":[{"name":"MIT License","uri":"https:\/\/opensource.org\/license\/mit"},{"name":"World Bank IGO Rider","uri":"https:\/\/github.com\/worldbank\/metadata-editor\/blob\/main\/WB-IGO-RIDER.md"}],"contacts":[{"name":"Carolina Lopez","affiliation":"World Bank","email":"carolina_lopez@worldbank.org"},{"name":"Reproducibility WBG","affiliation":"World Bank","email":"reproducibility@worldbank.org"}],"datasets":[{"name":"Improving Student Outcomes through Adaptive Learning Platforms","note":"Data collection took place September 2023 - May 2024. Includes two datasets: \n(1) CAL_DR_Data_deposit.dta: student-level analysis dataset combining baseline, midline, and endline survey data, administrative records (grades, attendance, enrollment), and ALEKS platform usage data for 1,333 ninth-grade students across 38 classrooms in 9 schools;\n(2) cal_tutoring_merged_long_deposit.dta: section-week-level dataset with weekly records of CAL sessions delivered and tutoring sessions delivered, covering 19 CAL classrooms over 21 weeks of implementation, including session counts, rescheduling flags, and reasons for cancelled sessions. Both datasets have been de-identified: open-text responses, phone numbers, school names, and direct school identifiers have been removed, with school_id replaced with an anonymous sequential code. Researchers must apply through the World Bank Microdata Library to access.\n File location: Data\/CAL_DR_Data_deposit.dta; cal_tutoring_merged_long_deposit.dta.\",","access_type":"Data is forthcoming in the World Bank Microdata Library.","citation":"Lopez Carolina and Astrid Pineda (2024). \"Improving Student Outcomes through Adaptive Learning Platforms: Experimental Evidence from the Dominican Republic\" [dataset]. AEA RCT Registry: AEARCTR-0012383."}],"reproduction_instructions":"To reproduce the findings in this paper, a replicator must:\n1. Access the datasets since they are not included in the package. See the Datasets section for more details.\n2.  Update the working directory in line 28 of the do-file `00_master_replication`, and run it. \n \nSince the data is temporarily embargoed, the package includes the outputs produced by the authors, which can be used to review the results presented in the paper.\n","technology_environment":"Paper exhibits were reproduced on a computer with the following specifications:\n\u2022 OS: Windows 11 Enterprise\n\u2022 Processor: Intel(R) Xeon(R) Gold 5218 CPU @ 2.30GHz (2.30 GHz) (2 processors)\n\u2022 Memory available: 16 GB"},"datacite":{"creators":[{"givenName":"Carolina","familyName":"Lopez","nameType":"Personal","affiliation":[{"name":"World Bank","affiliationIdentifier":"https:\/\/ror.org\/00ae7jd04","affiliationIdentifierScheme":"ROR","schemeUri":"https:\/\/ror.org"}]},{"givenName":"Astrid","familyName":"Pineda","nameType":"Personal","affiliation":[{"name":"World Bank","affiliationIdentifier":"https:\/\/ror.org\/00ae7jd04","affiliationIdentifierScheme":"ROR","schemeUri":"https:\/\/ror.org"}]}],"titles":[{"lang":"en","title":"Reproducibility package for Improving Student Outcomes Through Adaptive Learning Platforms: Experimental Evidence From The Dominican Republic"},{"title":"RR_DOM_2026_688","titleType":"Other"}],"publisher":"World Bank","publicationYear":"2026","types":{"resourceType":"Reproducibility package","resourceTypeGeneral":"Other"},"url":"https:\/\/reproducibility.worldbank.org\/index.php\/catalog\/study\/RR_DOM_2026_688","language":"en"},"tags":[{"tag":"DOI"},{"tag":"Forthcoming Data"},{"tag":"Open Code"}],"schematype":"script"}