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What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment

  • Fitzpatrick, Maria D.
  • Grissmer, David
  • Hastedt, Sarah

Knowing whether time spent in formal schooling increases student achievement, and by how much, is important for policymakers interested in determining efficient use of resources. Using the ECLS-K, we exploit quasi-randomness in the timing of assessment dates to examine this question. Conservative estimates suggest a year of school results in gains of about one standard deviation above normal developmental gains in both reading and math test scores. The results are statistically significant and extremely robust to specification choice, supporting quasi-randomness of test dates. Estimates of skill accumulation due to formal schooling do not vary based on socioeconomic characteristics.

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File URL: http://www.sciencedirect.com/science/article/B6VB9-514Y2FN-1/2/c13e482259c0f4462714166b1c7639e0
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Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 30 (2011)
Issue (Month): 2 (April)
Pages: 269-279

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Handle: RePEc:eee:ecoedu:v:30:y:2011:i:2:p:269-279
Contact details of provider: Web page: http://www.elsevier.com/locate/econedurev

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  1. Cory Koedel & Julian Betts, 2010. "Value Added to What? How a Ceiling in the Testing Instrument Influences Value-Added Estimation," Education Finance and Policy, MIT Press, vol. 5(1), pages 54-81, January.
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