Do Students Benefit from Longer School Days? : Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1 /

Do Students Benefit from Longer School Days? : Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1 / David Figlio, Kristian L. Holden and Umut Ozek.

Instructional time is a fundamental educational input, yet we have little causal evidence about the effect of longer school days on student achievement. This paper uses a sharp regression discontinuity design to estimate the effects of lengthening the school day for low-performing schools in Florida...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Authors: Figlio, David, Holden, Kristian L. (Author), Ozek, Umut (Author)
Corporate Authors: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, National Center for Analysis of Longitudinal Data in Education Research
Format: eBook
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2018.
Subjects:
School Schedules.
Low Achievement.
Eligibility.
Literacy Education.
Reading Achievement.
Program Effectiveness.
Time Factors (Learning)
Extended School Day.
Elementary Secondary Education.
Student Characteristics.
Grade 3.
Grade 4.
Grade 5.
Grade 6.
Grade 7.
Grade 8.
Grade 9.
Grade 10.

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Full Text (via ERIC)

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