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More time is better : an evaluation of the full time school program in Uruguay

Author: Pedro Cerdan-Infantes
Publisher: [Washington, D.C.] : World Bank, Latin America and the Caribbean Region, Human Development Dept., [2007]
Series: Policy research working papers (Online), 4167.
Edition/Format:   eBook : Document : International government publication : EnglishView all editions and formats
Summary:
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  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Cerdán-Infantes, Pedro, 1978-
More time is better.
[Washington, D.C.] : World Bank, Latin America and the Caribbean Region, Human Development Dept., [2007]
(OCoLC)123452054
Material Type: Document, Government publication, International government publication, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Pedro Cerdan-Infantes
OCLC Number: 123435168
Notes: Title from PDF file as viewed on 4/19/2007.
Reproduction Notes: Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010. MiAaHDL
Description: 1 online resource (24 pages) : illustrations
Details: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
Series Title: Policy research working papers (Online), 4167.
Responsibility: Pedro Cerdan-Infantes and Christel Vermeersch.

Abstract:

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.

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