ICT infrastructure and its integration into school differ significantly between countries as well as within countries (Fraillon et al., 2014; Wastiau et al, 2013). The same applies for digital competences. Since ICT infrastructure investments are usually expensive, questions about cost-effectiveness of such interventions arise. Studies so far provide mixed results, which could to some extent be explainable by different measures of effectiveness – usually programs fail to improve general test scores (Shapley et al., 2009, Means et al., 2010), but are quite successful in improving specific areas like students’ engagement or learning of digital competences (Malamud & Pop-Eleches, 2010). This study aims to analyze the data from the International Computer and Information Literacy Study (ICILS 2013) to provide information about the relation of ICT infrastructure to student’s computer and information literacy (CIL) in international context and in-depth, comparative study of schools taking part in Polish Cre@tive schools program versus all the other participating schools. All twelve Cre@tive schools taking part in the program with a total of 351 students were assessed. Schools from the program had significantly better ICT infrastructure (student-computer-ratio: 3:1 vs. Poland in general: 8:1). To achieve more statistical power students’ data from external exams will be used to provide an analysis context: data from the exams after primary (2011) and after secondary school (2014) which will provide a longitudinal-like framework for analysis. Additionally propensity score matching was applied to account for covariates. Results identify the effect size for the school level of ICT infrastructure and provide the same information for the Cre@tive school program. Interestingly despite the efforts of the local government, students from Cre@tive schools achieve lower scores on CIL scale than the rest of the sample with inferior ICT infrastructure. Hypothesis explaining why we might observe such an outcome will be discussed.

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