Do students benefit from longer school days? Regression discontinuity evidence from Florida's additional hour of literacy instruction

David N Figlio*, Kristian L. Holden, Umut Ozek

*Corresponding author for this work

Research output: Contribution to journalArticle

Abstract

Instructional time is a fundamental educational input, yet we have little causal evidence about the effect of longer school days on student achievement. This paper uses a sharp regression discontinuity design to estimate the effects of lengthening the school day for low-performing schools in Florida by exploiting an administrative cutoff for eligibility. Our results indicate significant positive effects of additional literacy instruction on student reading achievement. In particular, we find effects of 0.05 standard deviations of improvement in reading test scores for program assignment in the first year, though long-run effects are difficult to assess.

Original languageEnglish (US)
Pages (from-to)171-183
Number of pages13
JournalEconomics of Education Review
Volume67
DOIs
StatePublished - Dec 1 2018

Fingerprint

literacy
instruction
regression
school
evidence
student
Literacy
Regression discontinuity

Keywords

  • Extended school days
  • Inequality
  • Instruction time

ASJC Scopus subject areas

  • Education
  • Economics and Econometrics

Cite this

@article{0cc7239918554a9a913a2aa65ad7dd5b,
title = "Do students benefit from longer school days? Regression discontinuity evidence from Florida's additional hour of literacy instruction",
abstract = "Instructional time is a fundamental educational input, yet we have little causal evidence about the effect of longer school days on student achievement. This paper uses a sharp regression discontinuity design to estimate the effects of lengthening the school day for low-performing schools in Florida by exploiting an administrative cutoff for eligibility. Our results indicate significant positive effects of additional literacy instruction on student reading achievement. In particular, we find effects of 0.05 standard deviations of improvement in reading test scores for program assignment in the first year, though long-run effects are difficult to assess.",
keywords = "Extended school days, Inequality, Instruction time",
author = "Figlio, {David N} and Holden, {Kristian L.} and Umut Ozek",
year = "2018",
month = "12",
day = "1",
doi = "10.1016/j.econedurev.2018.06.003",
language = "English (US)",
volume = "67",
pages = "171--183",
journal = "Economics of Education Review",
issn = "0272-7757",
publisher = "Elsevier Limited",

}

Do students benefit from longer school days? Regression discontinuity evidence from Florida's additional hour of literacy instruction. / Figlio, David N; Holden, Kristian L.; Ozek, Umut.

In: Economics of Education Review, Vol. 67, 01.12.2018, p. 171-183.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Do students benefit from longer school days? Regression discontinuity evidence from Florida's additional hour of literacy instruction

AU - Figlio, David N

AU - Holden, Kristian L.

AU - Ozek, Umut

PY - 2018/12/1

Y1 - 2018/12/1

N2 - Instructional time is a fundamental educational input, yet we have little causal evidence about the effect of longer school days on student achievement. This paper uses a sharp regression discontinuity design to estimate the effects of lengthening the school day for low-performing schools in Florida by exploiting an administrative cutoff for eligibility. Our results indicate significant positive effects of additional literacy instruction on student reading achievement. In particular, we find effects of 0.05 standard deviations of improvement in reading test scores for program assignment in the first year, though long-run effects are difficult to assess.

AB - Instructional time is a fundamental educational input, yet we have little causal evidence about the effect of longer school days on student achievement. This paper uses a sharp regression discontinuity design to estimate the effects of lengthening the school day for low-performing schools in Florida by exploiting an administrative cutoff for eligibility. Our results indicate significant positive effects of additional literacy instruction on student reading achievement. In particular, we find effects of 0.05 standard deviations of improvement in reading test scores for program assignment in the first year, though long-run effects are difficult to assess.

KW - Extended school days

KW - Inequality

KW - Instruction time

UR - http://www.scopus.com/inward/record.url?scp=85055672697&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85055672697&partnerID=8YFLogxK

U2 - 10.1016/j.econedurev.2018.06.003

DO - 10.1016/j.econedurev.2018.06.003

M3 - Article

VL - 67

SP - 171

EP - 183

JO - Economics of Education Review

JF - Economics of Education Review

SN - 0272-7757

ER -