Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/226320
Authors: 
Seidlitz, Arnim
Zierow, Larissa
Year of Publication: 
2020
Series/Report no.: 
CESifo Working Paper No. 8618
Abstract: 
This paper studies the effect of longer school days — induced by voluntary all-day programs in German primary schools — on school performance. We combine data from the National Educational Panel Study covering 5771 primary school students with municipality-level information on all-day school investments. Facing the challenge of selection into all-day school programs, we instrument all-day school expansion with construction subsidies from a large federal investment project. Results imply that all-day programs lead to improvements in language and math skills as measured by teacher assessments and to a higher probability of being recommended for the academic track after primary school. The heterogeneity analysis reveals that boys benefit more than girls from all-day programs in terms of the assessment by their math teacher. Furthermore, there is a significant negative effect on non-native speakers' math and German test scores.
Subjects: 
all-day school
skill development
educational inequality
JEL: 
J13
I28
I24
Document Type: 
Working Paper

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