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It’s time to learn: understanding the differences in returns to instruction time

Barrios Fernandez, Andrés and Bovini, Giulia (2017) It’s time to learn: understanding the differences in returns to instruction time. CEP Discussion Papers, CEPDP1521. Centre for Economic Performance, London School of Economics and Political Science, London, UK.

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Abstract

As hours per day are inherently a limited resource, increasing daily instruction time reduces the amount of time pupils can dedicate to other activities outside school. We study how the effect of longer school days on achievement varies across students and schools. We exploit a large-scale reform of school schedules that substantially increased daily instruction time in Chilean primary schools. We show that the average effect of one additional year of exposure to the longer school day on reading and on mathematics test scores at the end of grade 4 masks substantial heterogeneity. Students from disadvantaged backgrounds benefit more from longer schedules, indicating that returns to time spent at school are larger the scarcer the learning opportunities available at home. Added instruction time yields higher gains in charter than in public schools, suggesting that more autonomy on administrative and pedagogical decisions may increase the effectiveness of other school inputs

Item Type: Monograph (Discussion Paper)
Official URL: http://cep.lse.ac.uk/
Additional Information: © 2017 The Authors
Divisions: Centre for Economic Performance
Subjects: J Political Science > JL Political institutions (America except United States)
L Education > LB Theory and practice of education > LB1501 Primary Education
JEL classification: I - Health, Education, and Welfare > I2 - Education > I20 - General
I - Health, Education, and Welfare > I2 - Education > I28 - Government Policy
Sets: Research centres and groups > Centre for Economic Performance (CEP)
Series: Working Papers > CEP Discussion Papers
Date Deposited: 01 Feb 2018 14:24
Last Modified: 01 Feb 2018 14:24
Funders: Economic and Social Research Council
URI: http://eprints.lse.ac.uk/id/eprint/86618

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