Do More School Resources Increase Learning Outcomes? Evidence from an extended school-day reform
Catherine Porter () and
Alan Sanchez ()
No 2021-06, Working papers from University of Connecticut, Department of Economics
Whether allocating more resources improves learning outcomes for students in low-performing public schools remains an open debate. We focus on the effect of increased instructional time, which is theoretically ambiguous due to possible compensating changes in effort by students, teachers or parents. Using a regression discontinuity approach, we find that a reform extending the school day increases math test scores, with a large effect size relative to other interventions. It also improved reading, technical skills and socio-emotional competencies. Our results are partly explained by reductions in home production by students, specialization by teachers and investments in pedagogical assistance to teachers.
Keywords: Extended school-day reform; Jornada Escolar Completa; JEC; Peru; Young Lives (search for similar items in EconPapers)
JEL-codes: I2 I22 I26 (search for similar items in EconPapers)
Pages: 55 pages
New Economics Papers: this item is included in nep-edu, nep-ore and nep-ure
Note: Jorge M. Agüero is the corresponding author
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Working Paper: Do More School Resources Increase Learning Outcomes? Evidence from an Extended School-Day Reform (2021)
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Persistent link: https://EconPapers.repec.org/RePEc:uct:uconnp:2021-06
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