Do more school resources increase learning outcomes? evidence from an extended school-day reform
Whether allocating more resources improves learning outcomes for students in low-performing public schools remains an open debate. We focus on the effect of increased instructional time, which is theoretically ambiguous due to possible compensating changes in effort by students, teachers or parents....
| Main Authors: | , , , |
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| Format: | Working paper |
| Language: | English |
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Institute of Labor Economics
2021
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| _version_ | 1826311878365675520 |
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| author | Agüero, J Favara, M Porter, C Sánchez, A |
| author_facet | Agüero, J Favara, M Porter, C Sánchez, A |
| author_sort | Agüero, J |
| collection | OXFORD |
| description | Whether allocating more resources improves learning outcomes for students in low-performing public schools remains an open debate. We focus on the effect of increased instructional time, which is theoretically ambiguous due to possible compensating changes in effort by students, teachers or parents. Using a regression discontinuity approach, we find that a reform extending the school day increases math test scores, with a large effect size relative to other interventions. It also improved reading, technical skills and socio-emotional competencies. Our results are partly explained by reductions in home production by students, specialization by teachers and investments in pedagogical assistance to teachers. |
| first_indexed | 2024-03-07T08:16:13Z |
| format | Working paper |
| id | oxford-uuid:d22359f8-f5c1-41f3-8a82-152f060f4785 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T08:16:13Z |
| publishDate | 2021 |
| publisher | Institute of Labor Economics |
| record_format | dspace |
| spelling | oxford-uuid:d22359f8-f5c1-41f3-8a82-152f060f47852024-01-05T08:02:26ZDo more school resources increase learning outcomes? evidence from an extended school-day reformWorking paperhttp://purl.org/coar/resource_type/c_8042uuid:d22359f8-f5c1-41f3-8a82-152f060f4785EnglishSymplectic ElementsInstitute of Labor Economics2021Agüero, JFavara, MPorter, CSánchez, AWhether allocating more resources improves learning outcomes for students in low-performing public schools remains an open debate. We focus on the effect of increased instructional time, which is theoretically ambiguous due to possible compensating changes in effort by students, teachers or parents. Using a regression discontinuity approach, we find that a reform extending the school day increases math test scores, with a large effect size relative to other interventions. It also improved reading, technical skills and socio-emotional competencies. Our results are partly explained by reductions in home production by students, specialization by teachers and investments in pedagogical assistance to teachers. |
| spellingShingle | Agüero, J Favara, M Porter, C Sánchez, A Do more school resources increase learning outcomes? evidence from an extended school-day reform |
| title | Do more school resources increase learning outcomes? evidence from an extended school-day reform |
| title_full | Do more school resources increase learning outcomes? evidence from an extended school-day reform |
| title_fullStr | Do more school resources increase learning outcomes? evidence from an extended school-day reform |
| title_full_unstemmed | Do more school resources increase learning outcomes? evidence from an extended school-day reform |
| title_short | Do more school resources increase learning outcomes? evidence from an extended school-day reform |
| title_sort | do more school resources increase learning outcomes evidence from an extended school day reform |
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