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Evaluation of an Extended Day Program in the Netherlands: A Randomized Field Experiment

Author

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  • Meyer, E.
  • Van Klaveren, C.

Abstract

Policies that aim at improving student achievement frequently increase instructional time, for example by means of an extended day program. There is, however, hardly any evidence that these programs are effective, and the few studies that allow causal inference indicate that we should expect neutral to small effects of such programs. This study conducts a randomized field experiment to estimate the effect of an extended day program in seven Dutch elementary schools on math and reading achievement. The empirical results show that this three-month program had a modest but non-significant effect on math, and no significant effect on reading achievement.

Suggested Citation

  • Meyer, E. & Van Klaveren, C., 2011. "Evaluation of an Extended Day Program in the Netherlands: A Randomized Field Experiment," Working Papers 40, Top Institute for Evidence Based Education Research.
    • Handle: RePEc:tir:wpaper:40
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    References listed on IDEAS

    as
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    Cited by:

    1. Coenen, J. & Van Klaveren, C., 2013. "Better test scores with a same-gender teacher?," Working Papers 47, Top Institute for Evidence Based Education Research.
    2. Francisco Cabrera-Hernandez, 2015. "Does lengthening the school day increase students’ academic achievement? Evidence from a natural experiment," Working Paper Series 7415, Department of Economics, University of Sussex Business School.
    3. Battistin, Erich & Meroni, Elena Claudia, 2016. "Should we increase instruction time in low achieving schools? Evidence from Southern Italy," Economics of Education Review, Elsevier, vol. 55(C), pages 39-56.

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