Does Lengthening the School Day Increase Students' Academic Achievement? Results from a Natural Experiment in Chile

Autor/in	Bellei, Cristian
Titel	Does Lengthening the School Day Increase Students' Academic Achievement? Results from a Natural Experiment in Chile
Quelle	In: Economics of Education Review, 28 (2009) 5, S.629-640 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2009.01.008
Schlagwörter	Control Groups; Mathematics Achievement; Academic Achievement; Foreign Countries; Rural Education; School Schedules; Effect Size; Educational Trends; Rural Schools; Public Schools; High School Students; Correlation; Chile + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Ausland; Ländliche Erwachsenenbildung; Schulzeiteinteilung; Bildungsentwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation
Abstract	This study (an impact evaluation of the Chilean full school day program) uses difference-in-differences to estimate the effect of a large increase in instructional time on high school students' academic achievement. The main findings are (i) the program had a positive effect on students' achievement in both mathematics and language; (ii) the effect-size on language achievement was 0.05-0.07 standard deviations and not sensitive to control for covariates, different control groups, and historical trends; (iii) the effect on mathematics achievement was not sensitive to control for covariates, but was sensitive to use different control groups, and historical trends; the effect-size on mathematics achievement ranged from 0.00 to 0.12 standard deviations; and (iv) the program effect has been constant over time. Finally, there is evidence suggesting that the program had larger positive effects on rural students, students who attended public schools, and students situated in the upper part of the achievement distribution. (Contains 1 figure and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10