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What differences a day can make: Quantile regression estimates of the distribution of daily learning gains

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  • Hayes, Michael S.
  • Gershenson, Seth

Abstract

Quantile regressions, which exploit quasi-random variation in days between kindergarten students’ fall and spring tests, show that the effect of school days on kindergarten students’ math and reading gains vary significantly, and monotonically, across the distribution of achievement gains.

Suggested Citation

  • Hayes, Michael S. & Gershenson, Seth, 2016. "What differences a day can make: Quantile regression estimates of the distribution of daily learning gains," Economics Letters, Elsevier, vol. 141(C), pages 48-51.
    • Handle: RePEc:eee:ecolet:v:141:y:2016:i:c:p:48-51
    DOI: 10.1016/j.econlet.2016.01.023
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    10. Sims, David P., 2008. "Strategic responses to school accountability measures: It's all in the timing," Economics of Education Review, Elsevier, vol. 27(1), pages 58-68, February.
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    Cited by:

    1. Thompson, Paul N., 2019. "Effects of Four-Day School Weeks on Student Achievement: Evidence from Oregon," IZA Discussion Papers 12204, Institute of Labor Economics (IZA).
    2. Gershenson, Seth & McBean, Jessica Rae & Tran, Long, 2018. "Quantile Regression Estimates of the Effect of Student Absences on Academic Achievement," IZA Discussion Papers 11912, Institute of Labor Economics (IZA).
    3. Thompson, Paul N., 2021. "Is four less than five? Effects of four-day school weeks on student achievement in Oregon," Journal of Public Economics, Elsevier, vol. 193(C).

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    More about this item

    Keywords

    Education production function; School year length; Quantile regression; ECLS-K; Instructional time;
    All these keywords.

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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