The Impact of Extended School Days on Academic Outcomes: Evidence from Brazil

Autor/inn/en	Vidigal, Claudia Bueno Rocha; Vidigal, Vinicius Gonçalves
Titel	The Impact of Extended School Days on Academic Outcomes: Evidence from Brazil
Quelle	In: Education Economics, 30 (2022) 4, S.426-450 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vidigal, Claudia Bueno Rocha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2021.2001787
Schlagwörter	Outcomes of Education; Foreign Countries; Extended School Day; Dropout Rate; Enrollment; Program Effectiveness; Grade Repetition; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Elementary Secondary Education; Middle School Students; High School Students; Brazil + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Ausland; Ganztagsunterricht; Einschulung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Brasilien
Abstract	This paper evaluates the impact of extension of the school day in the context of Brazil's "Mais Educação" Extended School Day Program. Using school level longitudinal data, we find that the program reduces the dropout rates of students in all grade levels, raises the enrollment of students in grades 6-9, but reduces the enrollment of students in grades 10-12. Moreover, the estimates indicate that the impact on grade promotion is positive for students in grades 6-9, but negative for students in lower grades. Finally, the program seems to increase repetition rates for students in all grade levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01