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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| Language: | English |
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Distributed by ERIC Clearinghouse,
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| 100 | 1 | |a Figlio, David. | |
| 245 | 1 | 0 | |a Do Students Benefit from Longer School Days? : |b Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1 / |c David Figlio, Kristian L. Holden and Umut Ozek. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2018. | |
| 300 | |a 1 online resource (48 pages) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
| 338 | |a online resource |b cr |2 rdacarrier. | ||
| 500 | |a Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Smith Richardson Foundation. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Institute of Education Sciences (ED). |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 500 | |a Educational level discussed: Grade 3. | ||
| 500 | |a Educational level discussed: Primary Education. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 500 | |a Educational level discussed: Early Childhood Education. | ||
| 500 | |a Educational level discussed: Grade 4. | ||
| 500 | |a Educational level discussed: Intermediate Grades. | ||
| 500 | |a Educational level discussed: Grade 5. | ||
| 500 | |a Educational level discussed: Middle Schools. | ||
| 500 | |a Educational level discussed: Grade 6. | ||
| 500 | |a Educational level discussed: Grade 7. | ||
| 500 | |a Educational level discussed: Junior High Schools. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 500 | |a Educational level discussed: Grade 8. | ||
| 500 | |a Educational level discussed: Grade 9. | ||
| 500 | |a Educational level discussed: High Schools. | ||
| 500 | |a Educational level discussed: Grade 10. | ||
| 516 | |a Text (Reports, Evaluative) | ||
| 520 | |a 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 by exploiting an administrative cutoff for eligibility. Our results indicate significant positive effects of additional literacy instruction on student reading achievement. In particular, we find effects of 0.05 standard deviations of improvement in reading test scores for program assignment in the first year, though long-run effects are difficult to assess. | ||
| 524 | |a National Center for Analysis of Longitudinal Data in Education Research (CALDER). |2 ericd. | ||
| 650 | 0 | 7 | |a School Schedules. |2 ericd. |
| 650 | 0 | 7 | |a Low Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Eligibility. |2 ericd. |
| 650 | 0 | 7 | |a Literacy Education. |2 ericd. |
| 650 | 0 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Time Factors (Learning) |2 ericd. |
| 650 | 0 | 7 | |a Extended School Day. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Student Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Grade 3. |2 ericd. |
| 650 | 0 | 7 | |a Grade 4. |2 ericd. |
| 650 | 0 | 7 | |a Grade 5. |2 ericd. |
| 650 | 0 | 7 | |a Grade 6. |2 ericd. |
| 650 | 0 | 7 | |a Grade 7. |2 ericd. |
| 650 | 0 | 7 | |a Grade 8. |2 ericd. |
| 650 | 0 | 7 | |a Grade 9. |2 ericd. |
| 650 | 0 | 7 | |a Grade 10. |2 ericd. |
| 700 | 1 | |a Holden, Kristian L., |e author. | |
| 700 | 1 | |a Ozek, Umut, |e author. | |
| 710 | 2 | |a National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research. | |
| 710 | 2 | |a National Center for Analysis of Longitudinal Data in Education Research. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED591819.pdf |z Full Text (via ERIC) |
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