Does lengthening the school day reduce the likelihood of early school dropout and grade repetition: Evidence from Colombia

Sandra García (), Camila Fernández () and Christopher C. Weiss ()

No 17691, Documentos de trabajo from Escuela de Gobierno - Universidad de los Andes

Abstract: Previous research on the effects of the length of instructional time has found that academic performance is higher when more time is spent in instruction. These findings have been reported in research examining both the length of the school day, as well as the length of the school year (Patall, Cooper, & Allan, 2010). However, most research on the topic has focused on academic assessments, such as standardized tests, or on longer-term outcomes, such as wages. Overlooked in these studies are the more proximate measures of schooling that also influence student trajectories. Specifically, as yet, no analysis has focused on the effects of the length of school schedule on the likelihood of grade repetition, nor on the risk of dropping out of school before graduation. In this analysis, we use data from a new source in Colombia to examine the effects of a change from half-day schooling (media jornada) to full-day schooling (jornada completa) on near-term student outcomes. We estimate familyfixed effects models and find that the implementation of full-day schooling significantly reduces the probability early dropout and grade repetition. We complement our analysis with a qualitative case study comparison of schools with high and low dropout rates, and discuss the possible mechanisms underlying the effect of school schedule on student outcomes. ***** Investigaciones previas sobre el efecto de la jornada escolar han concluido que el desempeno académico es mejor cuando el tiempo de estudio es mayor. Estos resultados provienen de estudios que observan tanto la duración del día como la del ano escolar (Patall, Cooper, y Allan, 2010). La mayoría de estas investigaciones se han concentrado en evaluar logros académicos a través de exámenes estandarizados, o en observar resultados a largo plazo como el salario. Otras medidas más cercanas al desempeno de los estudiantes e influyentes en la trayectoria escolar, han sido dejadas de lado. En efecto, hasta ahora ningún estudio ha observado el impacto de la jornada escolar en la probabilidad de repetición escolar o en el riesgo de deserción escolar. Este análisis utiliza datos de una nueva fuente en Colombia para examinar los efectos a corto plazo del cambio de media jornada a jornada completa. Con la estimación de un modelo con efectos fijos de familia se encontró que la implementación de la jornada completa reduce significativamente la probabilidad de deserción temprana y repetición escolar. Este análisis se complementa con un estudio de caso cualitativo que compara colegios con alto y bajo índice de deserción, y finalmente discute los posibles mecanismos subyacentes del efecto del horario escolar en los resultados de los estudiantes.

Pages: 32
Date: 2013-10-21
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Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:col:000547:017691

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