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What a difference a full day makes: Evidence from new schools in Fortaleza

dc.contributor.authorEstrada, Ricardo
dc.contributor.authorHatrick, Agustina
dc.contributor.authorLlambi, Cecilia
dc.coverage.spatialAmérica Latina y el Caribees_ES
dc.coverage.spatialBrasiles_ES
dc.date.accessioned2022-03-18T21:25:50Z
dc.date.available2022-03-18T21:25:50Z
dc.date.issued2022-03-18
dc.identifier.citationEstrada, R., Hatrick, A., & Llambi, C. (2022, March 18). What a difference a full day makes: Evidence from new schools in Fortaleza. Caracas: CAF. Retrieved from https://scioteca.caf.com/handle/123456789/1884en_GB
dc.identifier.urihttps://scioteca.caf.com/handle/123456789/1884
dc.description.tableofcontentsAlthough longer school days are in increasing supply, a lack of consensus about their effectiveness persists. Motivated by this gap, this paper studies the effect of enrolling in a new set of full-time secondary schools in the city of Fortaleza, Brazil. For identification, enrollment is instrumented with the distance from the student’s graduating primary school to the closest fulltime school in operation at that time. The results show that enrollment in a full-time school increases lower-secondary-school graduation by 11 percentage points and math test scores by 0.22 standard deviations. These findings highlight the potential of full-time schools to significantly improve student outcomes.es_ES
dc.language.isoenes_ES
dc.publisherCAFes_ES
dc.subjectDesarrolloes_ES
dc.subjectDocenteses_ES
dc.subjectEducaciónes_ES
dc.subjectEstudianteses_ES
dc.subjectInvestigación socioeconómicaes_ES
dc.subjectPolíticas públicases_ES
dc.subjectSector académicoes_ES
dc.titleWhat a difference a full day makes: Evidence from new schools in Fortalezaes_ES
dc.typeworkingPaperes_ES
dc.publisher.cityCaracases_ES


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