More time less time? The effect of lengthening the school day on learning trajectories

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dc.contributor.MentorEdo, María
dc.creator.AutorNistal, Martín
dc.date.accessioned2022-11-09T15:30:34Z
dc.date.available2022-11-09T15:30:34Z
dc.date.issued2022-07
dc.descriptionFil: Nistal, Martín. Universidad de San Andrés. Departamento de Economía; Argentina.
dc.description.abstractWe investigate to what extent lengthening the primary school days affects learning trajectories. We use national administration reports at the school level to estimate the impact of more school hours on grade retention at the primary level. Using microdata available in Argentina from 2011 to 2019, we use the variation of 1,297 schools that added more hours of instructional time. The fact that the change from a simple regime (4 hours per day) to an extended regime (more than 4 hours but less than 8) was progressively and exogenous, conditional on infrastructure capacity, allows for estimating the effect through a difference-in-difference approach. We find that lengthening the school day reduces the grade retention of primary students by 23.1%.
dc.description.abstractKeywords: length day, school day, learning trajectories, time.
dc.formatapplication/pdf
dc.identifier.citationNistal, M. (2022). More time less time? The effect of lengthening the school day on learning trajectories. [Tesis de maestría, Universidad de San Andrés. Departamento de Economía]. Repositorio Digital San Andrés. http://hdl.handle.net/10908/22794
dc.identifier.urihttp://hdl.handle.net/10908/22794
dc.languageeng
dc.publisherUniversidad de San Andrés. Departamento de Economía
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleMore time less time? The effect of lengthening the school day on learning trajectories
dc.typeTesis
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typeinfo:ar-repo/semantics/tesis de maestría
dc.typeinfo:eu-repo/semantics/updatedVersion
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