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Table 5 Estimates in alternative DiD models for the PIRLS study

From: Is computer availability at home causally related to reading achievement in grade 4? A longitudinal difference in differences approach to IEA data from 1991 to 2006

Variables C1 C2 C3 C1INT
b se t p b se t p b se t p b se t p
ComputersC −0.62 0.20 −3.05 0.002      −0.49 0.21 −2.38 0.017 −0.47 0.23 −2.05 0.040
BorrowC      0.18 0.06 3.19 0.001 0.14 0.06 2.35 0.019     
Girl              0.12 0.02 7.94 0.000
Language at home              0.22 0.02 9.50 0.000
Books at home              0.19 0.01 14.73 0.000
ComputersC × girl              0.25 0.11 2.20 0.028
ComputersC × language              −0.22 0.25 −0.89 0.374
ComputersC × books              −0.19 0.11 −1.75 0.080