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ERIC Number: ED591819
Record Type: Non-Journal
Publication Date: 2018-Aug
Pages: 48
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Do Students Benefit from Longer School Days? Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1
Figlio, David; Holden, Kristian L.; Ozek, Umut
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
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.
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
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8; Grade 9; High Schools; Grade 10
Audience: N/A
Language: English
Sponsor: Smith Richardson Foundation; Institute of Education Sciences (ED)
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Location: Florida
IES Funded: Yes