 Full-time schools and educational trajectories: Evidence from high-stakes examsFrancisco Cabrera-Hernandez, María Padilla-Romo and Cecilia Peluffo Economics of Education Review, 2023, vol. 96, issue C Abstract: This paper estimates the effects of extending the school day during elementary school on students’ educational outcomes later in life. The analysis takes place in the context of a large-scale program introduced in 2007 that extended the school day from 4.5 to 8 h in Mexico City’s metropolitan area. The identification strategy leverages cohort-by-cohort variation in full-time enrollment in elementary schools. The results indicate that full-time elementary schools have positive and long-lasting effects on students’ performance, increasing high-stakes high school admission test scores by 4.8 percent of a standard deviation. The effects are larger for females than for males. The difference in the effects between males and females of 2.1 percent of a standard deviation represents 16% of the gender gap in the high school admission exam. Moreover, full-time schooling decreases the probability of delays in schooling completion. Keywords: Full-time schools; High-stakes exams; Education; Mexico (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:96:y:2023:i:c:s0272775723000900 DOI: 10.1016/j.econedurev.2023.102443 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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