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Longer School Schedules and Early Reading Skills: Effects from a Full-Day School Reform in Chile

Matias Berthelon, Diana Kruger () and Veronica Vienne
Additional contact information
Diana Kruger: Universidad Adolfo Ibañez
Veronica Vienne: University of Manchester

No 10282, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: This paper analyzes the impact of longer school schedules on children's 2nd grade reading comprehension skills in Chile. In a setting where families choose schools, we identify the causal effect of longer schedules with instrumental variables, using the local availability of full-day schools as an instrument. We find that lower-income families are more likely to choose full-day schools, and after controlling for selection, longer school schedules lead to an increase of 0.14 standard deviations in reading comprehension. Effects are heterogeneous, with greater benefits among children attending public (municipal) and urban schools, and among girls. We also find that the benefits of longer school days accumulate over time.

Keywords: school schedules; full-day schooling; reading comprehension skills; SIMCE; Chile (search for similar items in EconPapers)
JEL-codes: I21 I28 I26 H43 (search for similar items in EconPapers)
Pages: 35 pages
Date: 2016-10
New Economics Papers: this item is included in nep-edu and nep-ure
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