Does lengthening the school day increase students' academic achievement? Results from a natural experiment in Chile
AbstractThis study (an impact evaluation of the Chilean full school day program) uses difference-in-differences to estimate the effect of a large increase in instructional time on high school students' academic achievement. The main findings are (i) the program had a positive effect on students' achievement in both mathematics and language; (ii) the effect-size on language achievement was 0.05-0.07 standard deviations and not sensitive to control for covariates, different control groups, and historical trends; (iii) the effect on mathematics achievement was not sensitive to control for covariates, but was sensitive to use different control groups, and historical trends; the effect-size on mathematics achievement ranged from 0.00 to 0.12 standard deviations; and (iv) the program effect has been constant over time. Finally, there is evidence suggesting that the program had larger positive effects on rural students, students who attended public schools, and students situated in the upper part of the achievement distribution.
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Bibliographic InfoArticle provided by Elsevier in its journal Economics of Education Review.
Volume (Year): 28 (2009)
Issue (Month): 5 (October)
Contact details of provider:
Web page: http://www.elsevier.com/locate/econedurev
Educational economics Input-output analysis Resource allocation;
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"Equity and Educational Performance,"
Documentos de Trabajo
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- Richard J. Murnane & Alejandro J. Ganimian, 2014. "Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations," NBER Working Papers 20284, National Bureau of Economic Research, Inc.
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