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Extending the school day in Latin America and the Caribbean

Author

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  • Alfaro,Pablo
  • Evans,David
  • Holland,Peter Anthony

Abstract

Countries throughout Latin America and the Caribbean are reforming their education systems to add more hours to the school day. This paper examines the evidence on the relationship between instructional time and student learning, reviewing 19 studies that measure the effects of longer school days in the region. It characterizes the differences in the implementation of extended school day programs and provides one detailed case study and cost-effectiveness exercise, from Uruguay. While the evidence suggests some positive impacts across a range of outcome variables, including learning outcomes, adult labor force participation, and crime and teenage pregnancy reduction, there is considerable heterogeneity across studies. Even using the most optimistic impact estimates, a cost-effectiveness exercise suggests that there are likely many more cost-effective reforms to achieve similar learning effects. The paper concludes with a discussion of the implications for policymakers and practitioners considering an extension of the school day.

Suggested Citation

  • Alfaro,Pablo & Evans,David & Holland,Peter Anthony, 2015. "Extending the school day in Latin America and the Caribbean," Policy Research Working Paper Series 7309, The World Bank.
    • Handle: RePEc:wbk:wbrwps:7309
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    Cited by:

    1. Sinem Kilic Celik & M. Ayhan Kose & Franziska Ohnsorge, 2020. "Subdued Potential Growth: Sources and Remedies," Koç University-TUSIAD Economic Research Forum Working Papers 2009, Koc University-TUSIAD Economic Research Forum.
    2. Claudia Allende & Francisco Gallego & Christopher Neilson, 2019. "Approximating The Equilibrium Effects of Informed School Choice," Working Papers 2019-16, Princeton University. Economics Department..
    3. Almeida,Rita Kullberg & Bresolin,Antonio & Pugialli Da Silva Borges,Bruna & Mendes,Karen & Menezes Filho,Naercio, 2016. "Assessing the impacts of Mais Educacao on educational outcomes : evidence between 2007 and 2011," Policy Research Working Paper Series 7644, The World Bank.
    4. Leonardo Bonilla-Mejía & Eduard F. Martínez-González, 2017. "Educación Escolar para la Inclusión y la Transformación Social en el Caribe Colombiano," Documentos de Trabajo Sobre Economía Regional y Urbana 15912, Banco de la República, Economía Regional.
    5. Cabrera Hernández, Francisco-Javier, 2016. "Essays on the impact evaluation of education policies in Mexico," Economics PhD Theses 0316, Department of Economics, University of Sussex Business School.
    6. Araujo, Daniel & Bayma, Guilherme & Melo, Carolina & Mendonça, Milena & Sampaio, Luciano, 2021. "Do extended school day programs affect performance in college admission tests?," Brazilian Review of Econometrics, Sociedade Brasileira de Econometria - SBE, vol. 40(2), April.
    7. Francisco Cabrera-Herández & María Padilla-Romo, 2021. "Women as Caregivers: Full-time Schools and Grandmothers’ Labor Supply," Working Papers 2021-03, University of Tennessee, Department of Economics.
    8. Leonardo Bonilla-Mejía & Eduard F. Martínez-González, 2019. "Educación escolar para la inclusión y la transformación social," Chapters, in: Jaime Bonet & Diana Ricciuli-Marin (ed.), Casa Grande Caribe, chapter 1, pages 1-50, Banco de la Republica de Colombia.
    9. Padilla-Romo, María, 2022. "Full-time schools, policy-induced school switching, and academic performance," Journal of Economic Behavior & Organization, Elsevier, vol. 196(C), pages 79-103.
    10. Padilla-Romo, María & Peluffo, Cecilia & Viollaz, Mariana, 2022. "Parents' Effective Time Endowment and Divorce: Evidence from Extended School Days," IZA Discussion Papers 15304, Institute of Labor Economics (IZA).
    11. Rosa, Leonardo & Bettinger, Eric & Carnoy, Martin & Dantas, Pedro, 2022. "The effects of public high school subsidies on student test scores," Economics of Education Review, Elsevier, vol. 87(C).

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    Keywords

    Educational Sciences; Economics of Education;

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