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Download full textFiglio, David; Holden, Kristian L.; Ozek, Umut – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2018
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…
Descriptors: School Schedules, Low Achievement, Eligibility, Literacy Education
Sandoval-Hernandez, Andres; Aghakasiri, Parisa; Wild, Justin; Rutkowski, David – International Association for the Evaluation of Educational Achievement, 2013
Increasing the number of hours students spend in school each year, on the assumption that this will improve student achievement, has become a widespread trend. However, the analysis reported here suggests that this trend can be misguided: the time students spend in the classroom is not always positively related to their academic achievement.…
Descriptors: Educational Improvement, Educational Practices, Educational Policy, Policy Analysis
Zakaluk, Beverley L.; Straw, Stanley B.; Smith, Karen E. – Online Submission, 2005
Background: This is the fourth formal report describing the efficacy of the full-day, every day kindergarten program in the St. James School Division which was initiated in one school located in an economically-disadvantaged neighborhood in the 1997-1998 school year. The success of this undertaking led to the extension of the program in 1998-1999,…
Descriptors: Control Groups, Neighborhoods, Middle Class, Placement
