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Does lengthening the school day increase students' academic achievement? Results from a natural experiment in Chile

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  • Bellei, Cristián
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    Abstract

    This 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 Info

    Article provided by Elsevier in its journal Economics of Education Review.

    Volume (Year): 28 (2009)
    Issue (Month): 5 (October)
    Pages: 629-640

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    Handle: RePEc:eee:ecoedu:v:28:y:2009:i:5:p:629-640

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    Web page: http://www.elsevier.com/locate/econedurev

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    Keywords: Educational economics Input-output analysis Resource allocation;

    References

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    1. Alejandra Mizala & Pilar Romaguera, 2000. "School Performance and Choice: The Chilean Experience," Journal of Human Resources, University of Wisconsin Press, vol. 35(2), pages 392-417.
    2. Levin, Henry M. & Tsang, Mun C., 1987. "The economics of student time," Economics of Education Review, Elsevier, vol. 6(4), pages 357-364, August.
    3. Claudio Sapelli & Bernardita Vial, 2002. "The Performance of Private and Public Schools in the Chilean Voucher System," Latin American Journal of Economics-formerly Cuadernos de Economía, Instituto de Economía. Pontificia Universidad Católica de Chile., vol. 39(118), pages 423-454.
    4. Patrick McEwan, 2001. "The Effectiveness of Public, Catholic, and Non-Religious Private Schools in Chile's Voucher System," Education Economics, Taylor & Francis Journals, vol. 9(2), pages 103-128.
    5. Alejandra Mizala & Pilar Romaguera, 2002. "Equity and Educational Performance," Documentos de Trabajo 136, Centro de Economía Aplicada, Universidad de Chile.
    6. Link, Charles R. & Mulligan, James G., 1986. "The merits of a longer school day," Economics of Education Review, Elsevier, vol. 5(4), pages 373-381, August.
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    Cited by:
    1. Van Klaveren, C. & Terwijn, H. & Meyer, E., 2011. "The Weekend School Effect on Perceived Cognitive and Social Competences: Evidence from a Randomized Controlled Experiment," Working Papers 38, Top Institute for Evidence Based Education Research.
    2. Battistin, Erich & Meroni, Elena Claudia, 2013. "Should We Increase Instruction Time in Low Achieving Schools? Evidence from Southern Italy," IZA Discussion Papers 7437, Institute for the Study of Labor (IZA).
    3. Meyer, Tobias & Thomsen, Stephan L., 2012. "How Important is Secondary School Duration for Post-school Education Decisions? Evidence from a Natural Experiment," Hannover Economic Papers (HEP) dp-509, Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät.
    4. Meyer, Erik & Van Klaveren, Chris, 2013. "The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands," Economics of Education Review, Elsevier, vol. 36(C), pages 1-11.
    5. Agüero, Jorge M. & Beleche, Trinidad, 2013. "Test-Mex: Estimating the effects of school year length on student performance in Mexico," Journal of Development Economics, Elsevier, vol. 103(C), pages 353-361.
    6. 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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