Do More School Resources Increase Learning Outcomes? Evidence from an Extended School-Day Reform

56 Pages Posted: 3 Apr 2021

See all articles by Jorge Agüero

Jorge Agüero

University of Connecticut - Department of Economics

Marta Favara

University of Oxford - Department of International Development

Catherine Porter

Lancaster University - Department of Economics

Alan Sánchez

Group for the Analysis of Development (GRADE)

Abstract

Whether allocating more resources improves learning outcomes for students 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 compensating changes in effort by students, teachers or parents. Using a regression discontinuity approach, we find that a 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.

JEL Classification: I2, I22, I26

Suggested Citation

Agüero, Jorge and Favara, Marta and Porter, Catherine and Sánchez, Alan, Do More School Resources Increase Learning Outcomes? Evidence from an Extended School-Day Reform. IZA Discussion Paper No. 14240, Available at SSRN: https://ssrn.com/abstract=3818651 or http://dx.doi.org/10.2139/ssrn.3818651

Jorge Agüero (Contact Author)

University of Connecticut - Department of Economics ( email )

365 Fairfield Way, U-1063
Storrs, CT 06269-1063
United States

Marta Favara

University of Oxford - Department of International Development ( email )

United Kingdom

Catherine Porter

Lancaster University - Department of Economics ( email )

Lancaster LA1 4YX, LA1 4YX
United Kingdom

Alan Sánchez

Group for the Analysis of Development (GRADE) ( email )

Av. Almirante Grau #915
Lima 4
Peru

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