The Impact of All-Day Schools on Student Achievement - Evidence from Extending School Days in German Primary Schools

Arnim Seidlitz and Larissa Zierow ()

No 8618, CESifo Working Paper Series from CESifo

Abstract: This paper studies the effect of longer school days − induced by voluntary all-day programs in German primary schools − on school performance. Facing the challenge of selection into all-day school programs, we instrument all-day school expansion with construction subsidies from a large federal investment project. We combine data from the representative National Educational Panel Study covering more than 5'000 primary school students with municipality-level information on federal subsidies. Results show that all-day programs lead to improvements in language and math grades and to a higher probability of attending the academic track after primary school. Heterogeneity analysis suggests that the programs do not reduce educational inequality.

Keywords: all-day school; skill development; educational inequality (search for similar items in EconPapers)
JEL-codes: I24 I28 J13 (search for similar items in EconPapers)
Date: 2020
New Economics Papers: this item is included in nep-edu, nep-eur and nep-ure
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:ces:ceswps:_8618

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