Evaluation of an Extended Day Program in the Netherlands: A Randomized Field Experiment

E. Meyer and Chris Klaveren

No 40, Working Papers from Top Institute for Evidence Based Education Research

Abstract: Policies that aim at improving student achievement frequently increase instructional time, for example by means of an extended day program. There is, however, hardly any evidence that these programs are effective, and the few studies that allow causal inference indicate that we should expect neutral to small effects of such programs. This study conducts a randomized field experiment to estimate the effect of an extended day program in seven Dutch elementary schools on math and reading achievement. The empirical results show that this three-month program had a modest but non-significant effect on math, and no significant effect on reading achievement.

Keywords: Extended Day; Increased Instructional Time; Random Assignment; Field Experiment (search for similar items in EconPapers)
Date: 2011
New Economics Papers: this item is included in nep-exp and nep-ure
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Citations: View citations in EconPapers (3)

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