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The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands

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  • Meyer, Erik
  • Van Klaveren, Chris

Abstract

Policies that aim at improving student achievement frequently increase instructional time, for example by means of an extended day program. There is, however, hardly any evidence that these programs are effective, and the few studies that allow causal inference indicate that we should expect neutral to small effects of such programs. This study conducts a randomized field experiment to estimate the effect of an extended day program in seven Dutch elementary schools on math and language achievement. The empirical results show that this three-month program had no significant effect on math or language achievement.

Suggested Citation

  • 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.
    • Handle: RePEc:eee:ecoedu:v:36:y:2013:i:c:p:1-11
    DOI: 10.1016/j.econedurev.2013.04.002
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    4. Burger, Kaspar, 2016. "Intergenerational transmission of education in Europe: Do more comprehensive education systems reduce social gradients in student achievement?," MPRA Paper 95310, University Library of Munich, Germany, revised 2016.
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    11. Oikawa, Masato & Tanaka, Ryuichi & Bessho, Shun-ichiro & Noguchi, Haruko, 2020. "Do Class Size Reductions Protect Students from Infectious Disease? Lessons for COVID-19 Policy from Flu Epidemic in Tokyo Metropolitan Area," IZA Discussion Papers 13432, Institute of Labor Economics (IZA).
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    16. Arnim Seidlitz & Larissa Zierow, 2020. "The Impact of All-Day Schools on Student Achievement - Evidence from Extending School Days in German Primary Schools," CESifo Working Paper Series 8618, CESifo.
    17. Cassette, Aurélie & Farvaque, Etienne, 2016. "A dirty deed done dirt cheap: Reporting the blame of a national reform on local politicians," European Journal of Political Economy, Elsevier, vol. 43(C), pages 127-144.
    18. Martín Nistal, 2022. "More time less time? The effect of lengthening the school day on learning trajectories," Young Researchers Working Papers 4, Universidad de San Andres, Departamento de Economia, revised Oct 2022.
    19. Motegi, Hiroyuki & Oikawa, Masato, 2019. "The effect of instructional quality on student achievement: Evidence from Japan," Japan and the World Economy, Elsevier, vol. 52(C).
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    More about this item

    Keywords

    Extended day; Increased instructional time; Random assignment; Field experiment;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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