More time is better : an evaluation of the fulltime school program in Uruguay
AbstractThis paper estimates the impact of the full-time school program in Uruguay on standardized test scores of 6th grade students. The program lengthened the school day from a half day to a full day, and provided additional inputs to schools to make this possible, such as additional teachers and construction of classrooms. The program was not randomly placed, but targeted poor urban schools. Using propensity score matching, the authors construct a comparable group of schools, and show that students in very disadvantaged schools improved in their test scores by 0.07 of a standard deviation per year of participation in the full-time program in mathematics, and 0.04 in language. While the program is expensive, it may, if well targeted, help address inequalities in education in Uruguay, at an increase in cost per student not larger than the current deficit in spending between Uruguay and the rest of the region.
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Bibliographic InfoPaper provided by The World Bank in its series Policy Research Working Paper Series with number 4167.
Date of creation: 01 Mar 2007
Date of revision:
Tertiary Education; Education For All; Teaching and Learning; Primary Education; Secondary Education;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2007-03-17 (All new papers)
- NEP-DEV-2007-03-17 (Development)
- NEP-EDU-2007-03-17 (Education)
- NEP-HRM-2007-03-17 (Human Capital & Human Resource Management)
- NEP-LAM-2007-03-17 (Central & South America)
- NEP-URE-2007-03-17 (Urban & Real Estate Economics)
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- World Bank, 2010. "Uruguay - Equality of Opportunity : Achievements and Challenges," World Bank Other Operational Studies 2985, The World Bank.
- Jesús Duarte & María Soledad Bos & Martín Moreno, 2010. "Los docentes, las escuelas y los aprendizajes escolares en América Latina: Un estudio regional usando la base de datos del SERCE," IDB Publications 8555, Inter-American Development Bank.
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