Does Lengthening the School Day Increase School Value-Added? Evidence from a Mid-Income Country.
Many mid-income countries face a significant and challenging problem of low educational achievement. This research looks at a Full-Time Primary Schools Programme implemented in Mexico, to work out if extending the time pupils spend at school can enhance skills in language and mathematics. The result...
| Publicado en: | Journal of Development Studies Vol. 56; no. 2; pp. 314 - 336 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=140468736&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 140468736 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220388 JDS jtl: Journal of Development Studies issn: 00220388 maglogo: N pubinfo: dt: Feb2020 vid: 56 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 140468736 10.1080/00220388.2018.1563680 ppf: 314 ppct: 22 formats: fmt: – @attributes: type: T db: hlh ui: 140468736 – @attributes: type: P db: hlh ui: 140468736 tig: atl: Does Lengthening the School Day Increase School Value-Added? Evidence from a Mid-Income Country. aug: au: Cabrera-Hernández, Francisco affil: Research Department, Centro Regional de Cooperación para la Educación de Adultos en América Latina y el Caribe (CREFAL), Patzcuaro, Mexico su: Mexico Students Day schools Quantile regression Standard deviations Primary schools sug: subj: Students Mexico Day schools Quantile regression Standard deviations Primary schools ab: Many mid-income countries face a significant and challenging problem of low educational achievement. This research looks at a Full-Time Primary Schools Programme implemented in Mexico, to work out if extending the time pupils spend at school can enhance skills in language and mathematics. The results of matching plus difference-in-differences point to a positive impact on schools value-added. The effects are concentrated among poorer schools, with gains after policy adoption of 0.11 standard deviations (SD) in both subjects. However, quantile regressions show that the lowest-performance schools are not benefiting from longer school days, posing questions on programme effectiveness to improve the achievement of those who are more in need. Analysis of causal channels suggests that gains reported by the programme do not come from changes in the composition of teachers and pupils in treated schools, and that richer schools are more prone to devote the extra-time of instruction to non-core subjects, notably sports and arts. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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