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However, the existing studies on <jats:styled-content style=\"fixed-case\">CAL<\/jats:styled-content> have almost all been conducted over a short period of time. There is very little evidence on how the impact evolves over time. In response, we conducted a clustered randomized experiment involving 2741 boarding students in 72 rural schools in <jats:styled-content style=\"fixed-case\">C<\/jats:styled-content>hina to evaluate impacts of <jats:styled-content style=\"fixed-case\">CAL<\/jats:styled-content> programs over the long term. Our results indicate that a <jats:styled-content style=\"fixed-case\">CAL<\/jats:styled-content> program that was implemented for one year and a half increased math scores by 0.25 standard deviations for third graders and 0.26 standard deviations for fifth graders. In addition, we have shown that students gained in math learning in both <jats:styled-content style=\"fixed-case\">CAL P<\/jats:styled-content>hase <jats:styled-content style=\"fixed-case\">I<\/jats:styled-content> (which ran for one semester in spring 2011) and <jats:styled-content style=\"fixed-case\">CAL P<\/jats:styled-content>hase <jats:styled-content style=\"fixed-case\">II<\/jats:styled-content> (which ran for both semesters of the 2011\u20132012 academic year) programs. By testing for heterogeneous effects, we find that the <jats:styled-content style=\"fixed-case\">CAL<\/jats:styled-content> intervention worked well for both the poorer performing and better performing students in the third and fifth grades. We also find that the third grade girls seem to have improved more than the boys in math in the short term (<jats:styled-content style=\"fixed-case\">CAL P<\/jats:styled-content>hase <jats:styled-content style=\"fixed-case\">I<\/jats:styled-content>).<\/jats:p>","DOI":"10.1111\/jcal.12106","type":"journal-article","created":{"date-parts":[[2015,6,4]],"date-time":"2015-06-04T13:06:14Z","timestamp":1433423174000},"page":"562-581","source":"Crossref","is-referenced-by-count":17,"title":["Persistence of learning gains from computer assisted learning: Experimental evidence from <scp>C<\/scp>hina"],"prefix":"10.1111","volume":"31","author":[{"given":"D.","family":"Mo","sequence":"first","affiliation":[{"name":"Stanford University  Stanford California USA"},{"name":"LICOS University of Leuven  Leuven Belgium"}]},{"given":"L.","family":"Zhang","sequence":"additional","affiliation":[{"name":"CCAP IGSNRR Chinese Academy of Sciences  Beijing China"}]},{"given":"J.","family":"Wang","sequence":"additional","affiliation":[{"name":"Duke University  Durham North Carolina USA"}]},{"given":"W.","family":"Huang","sequence":"additional","affiliation":[{"name":"Stanford University  Stanford California USA"}]},{"given":"Y.","family":"Shi","sequence":"additional","affiliation":[{"name":"Center for Experimental Economics in Education Shaanxi Normal University  Xi'an China"}]},{"given":"M.","family":"Boswell","sequence":"additional","affiliation":[{"name":"Stanford University  Stanford California USA"}]},{"given":"S.","family":"Rozelle","sequence":"additional","affiliation":[{"name":"Stanford University  Stanford California USA"}]}],"member":"311","published-online":{"date-parts":[[2015,6,4]]},"reference":[{"key":"e_1_2_6_2_1","volume-title":"Mastering \u2018metrics: The path from cause to effect","author":"Angrist J. 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