What a Differense a Day Makes: Estimating Daily Learning Gains During Kindergarten and First Grade Using a Natural Experiment

Maria Fitzpatrick, David Grissmer and Sarah Hastedt
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David Grissmer: University of Virginia
Sarah Hastedt: University of Virginia

No 08-050, Discussion Papers from Stanford Institute for Economic Policy Research

Abstract: Knowing whether time spent in formal schooling increases student achievement, and by how much, is important for policymakers interested in determining efficient use of resources. Using the ECLS-K, we exploit quasi-randomness in the timing of assessment dates to examine this question. Conservative estimates suggest a year of school results in gains of about one standard deviation above normal developmental gains in both reading and math test scores. The results are statistically significant and extremely robust to specification choice, supporting quasi-randomness of test dates. Estimates of skill accumulation due to formal schooling do not vary based on socioeconomic characteristics.

Keywords: School Resources; Natural Experiment; School Year Length (search for similar items in EconPapers)
JEL-codes: I21 I28 (search for similar items in EconPapers)
Date: 2009-08
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http://www-siepr.stanford.edu/repec/sip/08-050.pdf (application/pdf)

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Journal Article: What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment (2011)
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