IDEAS home Printed from https://ideas.repec.org/p/wbk/wbrwps/4167.html
   My bibliography  Save this paper

More time is better : an evaluation of the fulltime school program in Uruguay

Author

Listed:
  • Cerdan-Infantes, Pedro
  • Vermeersch, Christel

Abstract

This paper estimates the impact of the full-time school program in Uruguay on standardized test scores of 6th grade students. The program lengthened the school day from a half day to a full day, and provided additional inputs to schools to make this possible, such as additional teachers and construction of classrooms. The program was not randomly placed, but targeted poor urban schools. Using propensity score matching, the authors construct a comparable group of schools, and show that students in very disadvantaged schools improved in their test scores by 0.07 of a standard deviation per year of participation in the full-time program in mathematics, and 0.04 in language. While the program is expensive, it may, if well targeted, help address inequalities in education in Uruguay, at an increase in cost per student not larger than the current deficit in spending between Uruguay and the rest of the region.

Suggested Citation

  • Cerdan-Infantes, Pedro & Vermeersch, Christel, 2007. "More time is better : an evaluation of the fulltime school program in Uruguay," Policy Research Working Paper Series 4167, The World Bank.
    • Handle: RePEc:wbk:wbrwps:4167
    as

    Download full text from publisher

    File URL: http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2007/03/12/000016406_20070312151045/Rendered/PDF/wps4167.pdf
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Barrios-Fernández, Andrés & Bovini, Giulia, 2021. "It’s time to learn: School institutions and returns to instruction time," Economics of Education Review, Elsevier, vol. 80(C).
    2. World Bank, 2010. "Uruguay - Equality of Opportunity : Achievements and Challenges," World Bank Publications - Reports 2985, The World Bank Group.
    3. 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.
    4. Juliana Maria Aquino & Pedro Oliveira & Elaine Pazello, 2015. "School day lengthening and educational performance: an assessment of "Mais Educação” Program in midwestern Brazil," Investigaciones de Economía de la Educación volume 10, in: Marta Rahona López & Jennifer Graves (ed.), Investigaciones de Economía de la Educación 10, edition 1, volume 10, chapter 20, pages 395-412, Asociación de Economía de la Educación.
    5. 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.
    6. Jorge M. Agüero & Marta Favara & Catherine Porter & Alan Sánchez, 2021. "Do More School Resources Increase Learning Outcomes? Evidence from an extended school-day reform," Working papers 2021-06, University of Connecticut, Department of Economics.
    7. Francisco Cabrera-Hernandez, 2015. "Does lengthening the school day increase students’ academic achievement? Evidence from a natural experiment," Working Paper Series 7415, Department of Economics, University of Sussex Business School.
    8. Padilla-Romo, María, 2022. "Full-time schools, policy-induced school switching, and academic performance," Journal of Economic Behavior & Organization, Elsevier, vol. 196(C), pages 79-103.
    9. Chen, Shuang, 2018. "Education and transition to work: Evidence from Vietnam, Cambodia and Nepal," International Journal of Educational Development, Elsevier, vol. 61(C), pages 92-105.

    More about this item

    Keywords

    Tertiary Education; Education For All; Teaching and Learning; Primary Education; Secondary Education;
    All these keywords.

    NEP fields

    This paper has been announced in the following NEP Reports:

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:wbk:wbrwps:4167. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Roula I. Yazigi (email available below). General contact details of provider: https://edirc.repec.org/data/dvewbus.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.