In this study, the authors, using evidence obtained from the 1996 NAEP assessment in Mathematics and the 1998 NAEP main assessments in reading and writing, examine patterns of computer achievement in each of these three academic domains. The authors conclude that the design of the NAEP data collection precludes using such data to make even tentative conclusions about the relationship of achievement and computer use. They recommend further study, including a multi-site experiment to determine how teachers and students are using computers and the impact of computers on achievement.
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