TY - JOUR
T1 - The effectiveness of extended day programs
T2 - Evidence from a randomized field experiment in the Netherlands
AU - Meyer, Erik
AU - Van Klaveren, Chris
PY - 2013/10
Y1 - 2013/10
N2 - Policies that aim at improving student achievement frequently increase instructional time, for example by means of an extended day program. There is, however, hardly any evidence that these programs are effective, and the few studies that allow causal inference indicate that we should expect neutral to small effects of such programs. This study conducts a randomized field experiment to estimate the effect of an extended day program in seven Dutch elementary schools on math and language achievement. The empirical results show that this three-month program had no significant effect on math or language achievement.
AB - Policies that aim at improving student achievement frequently increase instructional time, for example by means of an extended day program. There is, however, hardly any evidence that these programs are effective, and the few studies that allow causal inference indicate that we should expect neutral to small effects of such programs. This study conducts a randomized field experiment to estimate the effect of an extended day program in seven Dutch elementary schools on math and language achievement. The empirical results show that this three-month program had no significant effect on math or language achievement.
KW - Extended day
KW - Field experiment
KW - I21
KW - Increased instructional time
KW - Random assignment
UR - http://www.scopus.com/inward/record.url?scp=84879437524&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84879437524&partnerID=8YFLogxK
U2 - 10.1016/j.econedurev.2013.04.002
DO - 10.1016/j.econedurev.2013.04.002
M3 - Article
AN - SCOPUS:84879437524
SN - 0272-7757
VL - 36
SP - 1
EP - 11
JO - Economics of Education Review
JF - Economics of Education Review
ER -
