Does Lengthening the School Day Reduce the Likelihood of Early School Dropout and Grade Repetition: Evidence from Colombia

García, Sandra; Fernández, Camila; Weiss, Christopher C.

doi:10.2139/ssrn.2356438

Cited by 15 publications

(17 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Overall, my findings complement those of previous studies in Colombia, which have found a positive impact of attending a full school day on dropout and grade repetition in primary (Garcia et al, 2013), and a positive impact of attending a full school day on graduation-exit tests (Bonilla-Mejia, 2011). Together, all these findings suggest that longer schools days have a positive impact on academic achievement and other student outcomes in Colombia.…”

Section: Conclusion and Policy Implicationssupporting

confidence: 89%

“…However, except for a few recent studies that have found a positive impact on student achievement (Bonilla-Mejia, 2011) and other student outcomes (Garcia, et al, 2013), there is not a lot of evidence suggesting a causal link between the length of the school day and student outcomes.…”

Section: School Day In Colombiamentioning

confidence: 99%

“…Additionally, he found that the impact was larger when compared only to students attending an afternoon shift. In the second study, Garcia, Fernandez, and Weiss (2013) used family fixed effects to analyze the impact of changing from a half-day to a full school day on student outcomes. They found that a full school day reduces the probability of early dropout and grade repetition.…”

Section: The Full School Day Reform In Latin Americamentioning

confidence: 99%

“…However, in the Colombian case, there are some adjustments that could allow extending the school day (at least in some schools) without a significant increase in costs. First of all, in some schools a different group of teachers serve different school shifts, so a change to a full school day would imply a salary increase for current teachers, but will not necessarily require hiring new teachers (Garcia et al, 2013). Similarly, there a large number of schools that have only a morning or an afternoon shift (Bonilla-Mejia, 2011).…”

Section: Conclusion and Policy Implicationsmentioning

confidence: 99%

See 3 more Smart Citations

Do Longer School Days Improve Student Achievement?: Evidence from Colombia

Hincapié

2016

View full text Add to dashboard Cite

work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent.http://www.iadb.org 2016 1 Abstract * This paper analyzes the impact of longer school days on student achievement in Colombia. To identify the impact of longer schools days, this study exploits plausibly exogenous within school variation in the length of the school day. Using test score data from 5 th and 9 th graders in 2002, 2005, and 2009, along with school administrative data, this research uses school fixed effects models to estimate variation in average test scores across cohorts for schools that switched from a half school day to a full school day or vice versa. I find that cohorts exposed to full school days have test scores that are about one tenth of a standard deviation higher than cohorts that attended half school days. The impact of attending full school days is larger for math than for language, and it is larger for 9 th grade than for 5 th grade. Effects are largest among the poorest schools and those in rural areas. The results suggest that lengthening the school day may be an effective policy for increasing student achievement, particularly for the lowest-income students in Colombia and other developing countries.JEL Classification: I21, I28, H43

show abstract

Section: Conclusion and Policy Implicationssupporting

confidence: 89%

Section: School Day In Colombiamentioning

confidence: 99%

Section: The Full School Day Reform In Latin Americamentioning

confidence: 99%

Section: Conclusion and Policy Implicationsmentioning

confidence: 99%

See 2 more Smart Citations

Do Longer School Days Improve Student Achievement?: Evidence from Colombia

Hincapié

2016

View full text Add to dashboard Cite

show abstract

“…La literatura que sustenta este supuesto incluye estudios del efecto de la jornada sobre los resultados de estudiantes de grados 5º y 9º en Colombia (Hincapié, 2014), y sobre la repetición y deserción escolar de estudiantes de colegios públicos (Garcia, Fernández, & Weiss, 2013). También se sustenta sobre la base de estudios en Latino América que encuentran efectos positivos en lenguaje y matemáticas (Bellei, 2009) y en resultados educativos como graduarse de la secundaria (LLaci, Adrogué, & Gigaglia, 2009).…”

Section: Introductionunclassified

Efecto de la doble jornada escolar en el desempeño académico de los estudiantes colombianos: Un análisis empírico para informar la política de jornada única

Ovalle

2018

EPAA

View full text Add to dashboard Cite

To establish the effect of the school shift on students’ performance in Quantitative Reasoning, Science and Reading (measured with standardized test SABER11) a quasi-experimental research design was implemented. In order to obtain matched samples Propensity Score Matching was used. Data comes from both single shift schools (including either Full time shift, Morning shift or Afternoon shift) used as control groups (or counterfactuals) and Double shift schools (including both Morning and Afternoon shifts, but serving different students) as experimental group. National Databases such as National Educational Survey C-600, National Ministry of Education SIMAT, and National Standardized Tests (SABER11) were used. The results indicate that the double shift schools increase between 2% and 6% of a standard deviation of the Quantitative Reasoning results, between 1% and 5% in Science and between 1% and 6% in Critical Reading. Institutions that have a single day, whether full shift, morning shift or afternoon shift, showed a decrease in test results. These results can inform those who make educational policies and the countries where they plan to implement the extension of the school day as a strategy of educational quality and equity.

show abstract

School attendance and child labor: Evidence from Mexico’s Full-Time School program

Kozhaya

Flores

2022

Economics of Education Review

View full text Add to dashboard Cite

Does Lengthening the School Day Reduce the Likelihood of Early School Dropout and Grade Repetition: Evidence from Colombia

Cited by 15 publications

References 51 publications

Do Longer School Days Improve Student Achievement?: Evidence from Colombia

Do Longer School Days Improve Student Achievement?: Evidence from Colombia

Efecto de la doble jornada escolar en el desempeño académico de los estudiantes colombianos: Un análisis empírico para informar la política de jornada única

School attendance and child labor: Evidence from Mexico’s Full-Time School program

Contact Info

Product

Resources

About