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Full-time schools and educational trajectories: Evidence from high-stakes exams

Author

Listed:
  • Cabrera-Hernández, Francisco
  • Padilla-Romo, María
  • Peluffo, Cecilia

Abstract

This paper estimates the effects of extending the school day during elementary school on students’ educational outcomes later in life. The analysis takes place in the context of a large-scale program introduced in 2007 that extended the school day from 4.5 to 8 h in Mexico City’s metropolitan area. The identification strategy leverages cohort-by-cohort variation in full-time enrollment in elementary schools. The results indicate that full-time elementary schools have positive and long-lasting effects on students’ performance, increasing high-stakes high school admission test scores by 4.8 percent of a standard deviation. The effects are larger for females than for males. The difference in the effects between males and females of 2.1 percent of a standard deviation represents 16% of the gender gap in the high school admission exam. Moreover, full-time schooling decreases the probability of delays in schooling completion.

Suggested Citation

  • Cabrera-Hernández, Francisco & Padilla-Romo, María & Peluffo, Cecilia, 2023. "Full-time schools and educational trajectories: Evidence from high-stakes exams," Economics of Education Review, Elsevier, vol. 96(C).
    • Handle: RePEc:eee:ecoedu:v:96:y:2023:i:c:s0272775723000900
    DOI: 10.1016/j.econedurev.2023.102443
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    More about this item

    Keywords

    Full-time schools; High-stakes exams; Education; Mexico;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development
    • J01 - Labor and Demographic Economics - - General - - - Labor Economics: General

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