Do More School Resources Increase Learning Outcomes? Evidence from an Extended School-Day Reform
This paper focuses on the effect of increased instructional time
Abstract
Whether allocating more resources improves student learning outcomes in low-performing public schools remains an open debate. We focus on the effect of increased instructional time, which is theoretically ambiguous due to possible compensatory changes in effort by students, teachers or parents. Using regression discontinuity approach we find that reform extending the school day increases math test scores, with a large effect size relative to other interventions. It also improved reading, technical skills and socio-emotional competencies. Our results are partly explained by reductions in home production by students, specialization by teachers and investments in pedagogical assistance to teachers.
Citation
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.
Link
Do More School Resources Increase Learning Outcomes? Evidence from an Extended School-Day Reform