Longer School Schedules and Early Reading Skills: Effects from a Full-Day School Reform in Chile

35 Pages Posted: 31 Oct 2016

See all articles by Matias Berthelon

Matias Berthelon

University of Maryland - Department of Economics

Diana I. Kruger

Pontifical Catholic University of Valparaiso; IZA Institute of Labor Economics

Veronica Vienne

University of Manchester

Date Written: October 2016

Abstract

This paper analyzes the impact of longer school schedules on children's 2nd grade reading comprehension skills in Chile. In a setting where families choose schools, we identify the causal effect of longer schedules with instrumental variables, using the local availability of full-day schools as an instrument. We find that lower-income families are more likely to choose full-day schools, and after controlling for selection, longer school schedules lead to an increase of 0.14 standard deviations in reading comprehension. Effects are heterogeneous, with greater benefits among children attending public (municipal) and urban schools, and among girls. We also find that the benefits of longer school days accumulate over time.

Keywords: reading comprehension skills, full-day schooling, school schedules, SIMCE, Chile

JEL Classification: I21, I28, I26, H43

Suggested Citation

Berthelon, Matias and Kruger, Diana I. and Vienne, Veronica, Longer School Schedules and Early Reading Skills: Effects from a Full-Day School Reform in Chile (October 2016). IZA Discussion Paper No. 10282. Available at SSRN: https://ssrn.com/abstract=2861027

Matias Berthelon (Contact Author)

University of Maryland - Department of Economics ( email )

College Park, MD 20742
United States

Diana I. Kruger

Pontifical Catholic University of Valparaiso ( email )

Avenida Brasil 2950
Casilla 4059, Valparaiso, 2362736
Chile
56-32-27-33-52 (Phone)
56-32-27-34-24 (Fax)

HOME PAGE: http://www.ucv.cl

IZA Institute of Labor Economics

P.O. Box 7240
Bonn, D-53072
Germany

Veronica Vienne

University of Manchester

Oxford Road
Manchester, M13 9PL
United Kingdom

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