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After-School Effects on Students' Academic Outcomes: Evidence from Chile

Author

Listed:
  • Claudia Martinez
  • Marcela Perticara

Abstract

After-school care policies have been considered as a tool that can improve vulnerable students’ outcomes. The evidence of after-school programs is incomplete and concentrated in developed countries. In this paper, we experimentally evaluate the impact of a publicly run after-school program in Chile. We found that the program had on average no effect upon academic outcomes (school attendance and grades). However, if the after-school programs are of good quality and replace other forms of non-paternal care, they positively affect grades, increasing the average GPA in 0.8-1 decimals and the probability of having a GPA above the median in around 10 pp. This evidence suggests that the program’s impacts on children are determined both by the quality of institutionalized care and the nature of the alternative care available to them.

Suggested Citation

  • Claudia Martinez & Marcela Perticara, 2018. "After-School Effects on Students' Academic Outcomes: Evidence from Chile," Documentos de Trabajo 514, Instituto de Economia. Pontificia Universidad Católica de Chile..
    • Handle: RePEc:ioe:doctra:514
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    File URL: https://www.economia.uc.cl/docs/doctra/dt-514.pdf
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    Cited by:

    1. Berger, Christian & Deutsch, Nancy & Cuadros, Olga & Franco, Eduardo & Rojas, Matias & Roux, Gabriela & Sánchez, Felipe, 2020. "Adolescent peer processes in extracurricular activities: Identifying developmental opportunities," Children and Youth Services Review, Elsevier, vol. 118(C).

    More about this item

    JEL classification:

    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development

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