School day lengthening and educational performance: an assessment of "Mais Educação” Program in midwestern Brazil

Juliana Maria Aquino (julianaaquino@ufgd.edu.br), Pedro Oliveira (pedrorodrigues@ufgd.edu.br) and Elaine Pazello (epazello@usp.br)
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Juliana Maria Aquino: Universidade Federal da Grande Dourados
Pedro Oliveira: UFGD
Elaine Pazello: USP

Chapter 20 in Investigaciones de Economía de la Educación, 2015, vol. 10, pp 395-412 from Asociación de Economía de la Educación

Abstract: This study analyzes the effects of the school day lengthening on academic performance of public schools’ students in Midwestern Brazil. The idea is to assess the Mais Educação program, focusing on the average proficiency of 8th degree students’ in language and mathematics on Prova Brasil 2011. Propensity score matching methods were applied to evaluate the average effect of the program on scores, and quantile regressions assessed its effect on the different conditional distribution quantiles. Results showed that, under both approaches, students attending full-time schools did not perform better than those attending regular part-time schools. According to the matching results, full-time school students’ had their average performance in mathematics reduced in 7.4 points (scores range from 0 to 500). For language, the effect was also negative in 5.4 points. Despite of the negative effects, and considering the average scores of the students, the effect size could be considered inexpressive.

Keywords: school day lengthening; impact evaluation; matching; quantile regression (search for similar items in EconPapers)
Date: 2015
ISBN: 978-84-944483-4-8
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