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The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands

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  • Meyer, Erik
  • Van Klaveren, Chris

Abstract

Policies that aim at improving student achievement frequently increase instructional time, for example by means of an extended day program. There is, however, hardly any evidence that these programs are effective, and the few studies that allow causal inference indicate that we should expect neutral to small effects of such programs. This study conducts a randomized field experiment to estimate the effect of an extended day program in seven Dutch elementary schools on math and language achievement. The empirical results show that this three-month program had no significant effect on math or language achievement.

Suggested Citation

  • Meyer, Erik & Van Klaveren, Chris, 2013. "The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands," Economics of Education Review, Elsevier, vol. 36(C), pages 1-11.
    • Handle: RePEc:eee:ecoedu:v:36:y:2013:i:c:p:1-11
    DOI: 10.1016/j.econedurev.2013.04.002
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    References listed on IDEAS

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    8. Burger, Kaspar, 2016. "Intergenerational transmission of education in Europe: Do more comprehensive education systems reduce social gradients in student achievement?," MPRA Paper 95310, University Library of Munich, Germany, revised 2016.
    9. Almeida,Rita Kullberg & Bresolin,Antonio & Pugialli Da Silva Borges,Bruna & Mendes,Karen & Menezes Filho,Naercio, 2016. "Assessing the impacts of Mais Educacao on educational outcomes : evidence between 2007 and 2011," Policy Research Working Paper Series 7644, The World Bank.
    10. Martín Nistal, 2022. "More time less time? The effect of lengthening the school day on learning trajectories," Young Researchers Working Papers 4, Universidad de San Andres, Departamento de Economia, revised Oct 2022.
    11. Motegi, Hiroyuki & Oikawa, Masato, 2019. "The effect of instructional quality on student achievement: Evidence from Japan," Japan and the World Economy, Elsevier, vol. 52(C).
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    13. Elena Claudia Meroni & Giovanni Abbiati, 2014. "Gender differences in exposure to more instruction time. Evidence from Italy," Working Papers 064, "Carlo F. Dondena" Centre for Research on Social Dynamics (DONDENA), Università Commerciale Luigi Bocconi.
    14. Cassette, Aurélie & Farvaque, Etienne, 2016. "A dirty deed done dirt cheap: Reporting the blame of a national reform on local politicians," European Journal of Political Economy, Elsevier, vol. 43(C), pages 127-144.
    15. Roland G. Fryer, Jr, 2016. "The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments," NBER Working Papers 22130, National Bureau of Economic Research, Inc.
    16. Oikawa, Masato & Tanaka, Ryuichi & Bessho, Shun-ichiro & Kawamura, Akira & Noguchi, Haruko, 2022. "Do Class Closures Affect Students' Achievements? Heterogeneous Effects of Students' Socioeconomic Backgrounds," IZA Discussion Papers 15751, Institute of Labor Economics (IZA).
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    18. Martin Nistal & María Edo, 2022. "More time less time? The effect of lengthening the school day on learning trajectories," Asociación Argentina de Economía Política: Working Papers 4578, Asociación Argentina de Economía Política.
    19. Gijs Custers & Marjolijn Das & Godfried Engbersen, 2023. "Change or stability in educational inequalities? Educational mobility and school effects in the context of a major urban policy," Urban Studies, Urban Studies Journal Limited, vol. 60(14), pages 2852-2873, November.
    20. Arnim Seidlitz & Larissa Zierow, 2020. "The Impact of All-Day Schools on Student Achievement - Evidence from Extending School Days in German Primary Schools," CESifo Working Paper Series 8618, CESifo.
    21. Cabrera Hernández, Francisco-Javier, 2016. "Essays on the impact evaluation of education policies in Mexico," Economics PhD Theses 0316, Department of Economics, University of Sussex Business School.
    22. Battistin, Erich & Meroni, Elena Claudia, 2016. "Should we increase instruction time in low achieving schools? Evidence from Southern Italy," Economics of Education Review, Elsevier, vol. 55(C), pages 39-56.
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    24. Custers, Gijs & Das, Marjolijn & Engbersen, Godfried, 2021. "Change or stability in educational inequalities? Educational mobility and school effects in the context of a major urban policy," SocArXiv j6ksf_v1, Center for Open Science.
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    More about this item

    Keywords

    Extended day; Increased instructional time; Random assignment; Field experiment;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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