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The Impact of All-Day Schools on Student Achievement - Evidence from Extending School Days in German Primary Schools

Author

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  • Arnim Seidlitz
  • Larissa Zierow

Abstract

This paper studies the effect of longer school days − induced by voluntary all-day programs in German primary schools − on school performance. 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. We combine data from the representative National Educational Panel Study covering more than 5'000 primary school students with municipality-level information on federal subsidies. Results show that all-day programs lead to improvements in language and math grades and to a higher probability of attending the academic track after primary school. Heterogeneity analysis suggests that the programs do not reduce educational inequality.

Suggested Citation

  • 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.
    • Handle: RePEc:ces:ceswps:_8618
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    References listed on IDEAS

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    1. Huebener, Mathias & Kuger, Susanne & Marcus, Jan, 2017. "Increased instruction hours and the widening gap in student performance," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 47, pages 15-34.
    2. Cortes, Kalena E. & Goodman, Joshua Samuel & Nomi, Takako, 2015. "Intensive Math Instruction and Educational Attainment," Scholarly Articles 34298862, Harvard Kennedy School of Government.
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    4. Bellei, Cristián, 2009. "Does lengthening the school day increase students' academic achievement? Results from a natural experiment in Chile," Economics of Education Review, Elsevier, vol. 28(5), pages 629-640, October.
    5. Will Dobbie & Roland G. Fryer Jr., 2013. "Getting beneath the Veil of Effective Schools: Evidence from New York City," American Economic Journal: Applied Economics, American Economic Association, vol. 5(4), pages 28-60, October.
    6. C. Kirabo Jackson, 2018. "What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes," Journal of Political Economy, University of Chicago Press, vol. 126(5), pages 2072-2107.
    7. Jill S. Cannon & Alison Jacknowitz & Gary Painter, 2011. "The effect of attending full‐day kindergarten on English learner students," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 30(2), pages 287-309, March.
    8. 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.
    9. Blau, David & Currie, Janet, 2006. "Pre-School, Day Care, and After-School Care: Who's Minding the Kids?," Handbook of the Economics of Education, in: Erik Hanushek & F. Welch (ed.), Handbook of the Economics of Education, edition 1, volume 2, chapter 20, pages 1163-1278, Elsevier.
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    Cited by:

    1. Drange, Nina & Sandsør, Astrid Marie Jorde, 2024. "The effects of a free universal after-school program on child academic outcomes," Economics of Education Review, Elsevier, vol. 98(C).

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    More about this item

    Keywords

    all-day school; skill development; educational inequality;
    All these keywords.

    JEL classification:

    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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