Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/236271 
Year of Publication: 
2021
Series/Report no.: 
IZA Discussion Papers No. 14240
Publisher: 
Institute of Labor Economics (IZA), Bonn
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.
Subjects: 
extended school-day reform
Jornada Escolar Completa
JEC
Peru
Young Lives
JEL: 
I2
I22
I26
Document Type: 
Working Paper

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