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The Impact of All-Day Schools on Student Achievement - Evidence from Extending School Days in German Primary Schools

Author

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  • Arnim Seidlitz
  • Larissa Zierow

Abstract

This paper studies the effect of longer school days − induced by voluntary all-day programs in German primary schools − on school performance. Facing the challenge of selection into all-day school programs, we instrument all-day school expansion with construction subsidies from a large federal investment project. We combine data from the representative National Educational Panel Study covering more than 5'000 primary school students with municipality-level information on federal subsidies. Results show that all-day programs lead to improvements in language and math grades and to a higher probability of attending the academic track after primary school. Heterogeneity analysis suggests that the programs do not reduce educational inequality.

Suggested Citation

  • Arnim Seidlitz & Larissa Zierow, 2020. "The Impact of All-Day Schools on Student Achievement - Evidence from Extending School Days in German Primary Schools," CESifo Working Paper Series 8618, CESifo.
    • Handle: RePEc:ces:ceswps:_8618
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    References listed on IDEAS

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    More about this item

    Keywords

    all-day school; skill development; educational inequality;
    All these keywords.

    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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