Abstract
Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates ‘Playing for Success’ (PfS), an extended school day program for underachieving pupils that uses the football environment as a motivating force. Primary school pupils with low motivation and self-esteem are offered practical and sports-related teaching content for 30 additional hours. The evaluation results of a randomized experiment suggest that PfS does not significantly improve math and reading performance of primary school students.
| Original language | English |
|---|---|
| Pages (from-to) | 577-595 |
| Number of pages | 19 |
| Journal | Education Economics |
| Volume | 23 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 3 Sept 2015 |
Keywords
- extended school day
- field experiment
- increased instructional time
- motivation
- randomized experiment
