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Sesame Street is one of the largest early childhood interventions ever to take place. It was introduced in 1969 as an educational, early childhood program with the explicit goal of preparing preschool age children for school entry. Millions of children watched a typical episode in its early years. Well-designed studies at its inception provided evidence that watching the show generated an immediate and sizeable increase in test scores. In this paper we investigate whether the first cohorts of preschool children exposed to Sesame Street experienced improved outcomes subsequently. We implement an instrumental variables strategy exploiting limitations in television technology generated by distance to a broadcast tower and UHF versus VHF transmission to distinguish counties by Sesame Street reception quality. We relate this geographic variation to outcomes in Census data including grade-for-age status in 1980, educational attainment in 1990, and labor market outcomes in 2000. The results indicate that Sesame Street accomplished its goal of improving school readiness; preschool-aged children in areas with better reception when it was introduced were more likely to advance through school as appropriate for their age. This effect is particularly pronounced for boys and non-Hispanic, black children, as well as children living in economically disadvantaged areas. The evidence regarding the impact on ultimate educational attainment and labor market outcomes is inconclusive.

Zonder onderwerpscode: economie --- MOOC (massive open online courses)

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MOOCs (Web-based instruction) --- Educational innovations --- Educational technology --- Massive open online courses --- Web-based instruction

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Educational innovations --- MOOCs (Web-based instruction) --- Massive open online courses --- Web-based instruction

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Computer assisted instruction --- Audiovisual methods --- Didactics --- Teaching --- onderwijstechnologie --- deep learning --- MOOC (massive open online courses) --- didactiek --- onderwijs --- computerondersteund onderwijs --- opvoeding --- China

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This book constitutes the refereed proceedings of the Third International Workshop on Learning Technology for Education in Cloud, LTEC 2014, held in Santiago, Chile, in September 2014. The 20 revised full papers presented were carefully reviewed and selected from 31 submissions. The papers are organized in topical sections on MOOC for learning; learning technologies; learning in higher education; case study in learning.

Computer assisted instruction --- Teaching --- Computer science --- Information systems --- Computer. Automation --- cloud computing --- big data --- MOOC (massive open online courses) --- computers --- onderwijs --- computerondersteund onderwijs --- computerkunde