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Longer days, better performance? The impact of all-day primary schools in Germany

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  • Seidlitz, Arnim
  • Zierow, Larissa

Abstract

This paper investigates the effects of voluntary all-day programs in German primary schools on student outcomes. To address selection bias, we use federal construction subsidies as an instrument for all-day school expansion. The program significantly increased all-day school attendance. However, second-stage results are mixed and suffer from statistical imprecision. While no significant effects are found on test scores or math grades, there are positive impacts on German grades and academic track attendance after primary school. Results indicate that all-day programs improve student satisfaction and reduce bullying; yet, we find no evidence of a reduction in educational inequality.

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  • Seidlitz, Arnim & Zierow, Larissa, 2025. "Longer days, better performance? The impact of all-day primary schools in Germany," Economics of Education Review, Elsevier, vol. 107(C).
    • Handle: RePEc:eee:ecoedu:v:107:y:2025:i:c:s0272775725000391
    DOI: 10.1016/j.econedurev.2025.102659
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    JEL classification:

    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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