Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/149141
Authors: 
Berthelon, Matias
Kruger, Diana
Vienne, Veronica
Year of Publication: 
2016
Series/Report no.: 
IZA Discussion Papers 10282
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.
Subjects: 
reading comprehension skills
full-day schooling
school schedules
SIMCE
Chile
JEL: 
I21
I28
I26
H43
Document Type: 
Working Paper

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