Do More School Resources Increase Learning Outcomes? Evidence from an extended school-day reform

Jorge Agüero, Marta Favara, Catherine Porter and Alan Sanchez

No 2021-06, Working papers from University of Connecticut, Department of Economics

Abstract: 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
Date: 2021-04
New Economics Papers: this item is included in nep-edu, nep-ore and nep-ure
Note: Jorge M. Agüero is the corresponding author
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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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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