Cerdan-Infantes, Pedro
More Time Is Better An Evaluation of the Full Time School Program in Uruguay / Cerdan-Infantes, Pedro [electronic resource] : Cerdan-Infantes, Pedro - Washington, D.C., The World Bank, 2007 - 1 online resource (25 p.) - Policy research working papers. World Bank e-Library. .
This paper estimates the impact of the full-time school program in Uruguay on standardized test scores of 6th grade students. The program lengthened the school day from a half day to a full day, and provided additional inputs to schools to make this possible, such as additional teachers and construction of classrooms. The program was not randomly placed, but targeted poor urban schools. Using propensity score matching, the authors construct a comparable group of schools, and show that students in very disadvantaged schools improved in their test scores by 0.07 of a standard deviation per year of participation in the full-time program in mathematics, and 0.04 in language. While the program is expensive, it may, if well targeted, help address inequalities in education in Uruguay, at an increase in cost per student not larger than the current deficit in spending between Uruguay and the rest of the region.
10.1596/1813-9450-4167
Academic Year
Disability
Education
Education for All
Effective Schools and Teachers
Gender
Gender and Education
Human Development
Learning Outcomes
Literature
Ministry of Education
Papers
Pedagogical Model
Primary Education
Research
School
Schools
Science
Secondary Education
Social Protections and Labor
Student
Student Achievement
Student Learning
Students
Teacher
Teacher Training
Teachers
Teaching
Tertiary Education
More Time Is Better An Evaluation of the Full Time School Program in Uruguay / Cerdan-Infantes, Pedro [electronic resource] : Cerdan-Infantes, Pedro - Washington, D.C., The World Bank, 2007 - 1 online resource (25 p.) - Policy research working papers. World Bank e-Library. .
This paper estimates the impact of the full-time school program in Uruguay on standardized test scores of 6th grade students. The program lengthened the school day from a half day to a full day, and provided additional inputs to schools to make this possible, such as additional teachers and construction of classrooms. The program was not randomly placed, but targeted poor urban schools. Using propensity score matching, the authors construct a comparable group of schools, and show that students in very disadvantaged schools improved in their test scores by 0.07 of a standard deviation per year of participation in the full-time program in mathematics, and 0.04 in language. While the program is expensive, it may, if well targeted, help address inequalities in education in Uruguay, at an increase in cost per student not larger than the current deficit in spending between Uruguay and the rest of the region.
10.1596/1813-9450-4167
Academic Year
Disability
Education
Education for All
Effective Schools and Teachers
Gender
Gender and Education
Human Development
Learning Outcomes
Literature
Ministry of Education
Papers
Pedagogical Model
Primary Education
Research
School
Schools
Science
Secondary Education
Social Protections and Labor
Student
Student Achievement
Student Learning
Students
Teacher
Teacher Training
Teachers
Teaching
Tertiary Education