More Time is Better : An Evaluation of the Full-time School Program in Uruguay

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 thi...

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Main Authors:	Cerdan-Infantes, Pedro, Vermeersch, Christel
Format:	Policy Research Working Paper
Language:	English
Published:	World Bank, Washington, DC 2012
Subjects:	ACADEMIC YEAR ACHIEVEMENT TESTS AFTERNOON SHIFT AVERAGE CLASS SIZE AVERAGE SCORE AVERAGE TEST SCORE BETTER LEARNING CLASS SIZES CLASS TEACHER CLASS TIME CLASSROOM CLASSROOM ACTIVITIES COMMUNITY INVOLVEMENT COMMUNITY PARTICIPATION CONSTRUCTION OF CLASSROOMS COST PER STUDENT DAY DISADVANTAGED SCHOOLS DROP-OUTS EDUCATED MOTHERS EDUCATION ADMINISTRATION EDUCATION LEVEL EDUCATION SYSTEM ENROLLMENT GRADE EXAM HIGH SCHOOL HIGHER TEST SCORES HUMAN DEVELOPMENT INTERVENTIONS KINDERGARTEN LEARNING ACHIEVEMENTS LEARNING OUTCOMES LITERATURE LOW ACHIEVEMENT MATERNAL EDUCATION MATHEMATICAL CONCEPTS MATHEMATICS MINISTRY OF EDUCATION NATIONAL ASSESSMENT NUMBER OF PUPILS NUMBER OF SCHOOLS PAPERS PARENTAL EDUCATION PARTICIPATION OF PARENTS PEDAGOGICAL MODEL PEDAGOGY PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLS PUBLIC EDUCATION PUBLIC PRIMARY SCHOOLS PUBLIC SCHOOL PUPIL PERFORMANCE READING REPETITION SCHOOL BUILDING SCHOOL DAY SCHOOL DAYS SCHOOL EQUIPMENT SCHOOL INFRASTRUCTURE SCHOOL LEVEL SCHOOL MODEL SCHOOL PROGRAM SCHOOL PROGRAMS SCHOOL TIME SCHOOLS SCHOOLS WITH STUDENTS SECONDARY EDUCATION SMALL SCHOOLS SPECIAL NEEDS SPECIAL SCHOOLS STUDENT ACHIEVEMENT STUDENT CHARACTERISTICS STUDENT LEARNING TEACHER TEACHER CHARACTERISTICS TEACHER TEACHER TEACHER TRAINING TEACHERS TEACHING TEACHING MATERIALS TERTIARY EDUCATION TEST SCORES URBAN SCHOOLS
Online Access:	http://documents.worldbank.org/curated/en/2007/03/7451171/more-time-better-evaluation-full-time-school-program-uruguay http://hdl.handle.net/10986/7240

id	okr-10986-7240
recordtype	oai_dc
spelling	okr-10986-72402021-04-23T14:02:33Z More Time is Better : An Evaluation of the Full-time School Program in Uruguay Cerdan-Infantes, Pedro Vermeersch, Christel ACADEMIC YEAR ACHIEVEMENT TESTS AFTERNOON SHIFT AVERAGE CLASS SIZE AVERAGE SCORE AVERAGE TEST SCORE BETTER LEARNING CLASS SIZES CLASS TEACHER CLASS TIME CLASSROOM CLASSROOM ACTIVITIES COMMUNITY INVOLVEMENT COMMUNITY PARTICIPATION CONSTRUCTION OF CLASSROOMS COST PER STUDENT DAY DISADVANTAGED SCHOOLS DROP-OUTS EDUCATED MOTHERS EDUCATION ADMINISTRATION EDUCATION LEVEL EDUCATION SYSTEM ENROLLMENT GRADE EXAM HIGH SCHOOL HIGHER TEST SCORES HUMAN DEVELOPMENT INTERVENTIONS KINDERGARTEN LEARNING ACHIEVEMENTS LEARNING OUTCOMES LITERATURE LOW ACHIEVEMENT MATERNAL EDUCATION MATHEMATICAL CONCEPTS MATHEMATICS MINISTRY OF EDUCATION NATIONAL ASSESSMENT NUMBER OF PUPILS NUMBER OF SCHOOLS PAPERS PARENTAL EDUCATION PARTICIPATION OF PARENTS PEDAGOGICAL MODEL PEDAGOGY PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLS PUBLIC EDUCATION PUBLIC PRIMARY SCHOOLS PUBLIC SCHOOL PUPIL PERFORMANCE READING REPETITION SCHOOL BUILDING SCHOOL DAY SCHOOL DAYS SCHOOL EQUIPMENT SCHOOL INFRASTRUCTURE SCHOOL LEVEL SCHOOL MODEL SCHOOL PROGRAM SCHOOL PROGRAMS SCHOOL TIME SCHOOLS SCHOOLS WITH STUDENTS SECONDARY EDUCATION SMALL SCHOOLS SPECIAL NEEDS SPECIAL SCHOOLS STUDENT ACHIEVEMENT STUDENT CHARACTERISTICS STUDENT LEARNING TEACHER TEACHER CHARACTERISTICS TEACHER TEACHER TEACHER TRAINING TEACHERS TEACHING TEACHING MATERIALS TERTIARY EDUCATION TEST SCORES URBAN SCHOOLS 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. 2012-06-06T14:59:53Z 2012-06-06T14:59:53Z 2007-03 http://documents.worldbank.org/curated/en/2007/03/7451171/more-time-better-evaluation-full-time-school-program-uruguay http://hdl.handle.net/10986/7240 English Policy Research Working Paper; No. 4167 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research Latin America & Caribbean Uruguay
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	ACADEMIC YEAR ACHIEVEMENT TESTS AFTERNOON SHIFT AVERAGE CLASS SIZE AVERAGE SCORE AVERAGE TEST SCORE BETTER LEARNING CLASS SIZES CLASS TEACHER CLASS TIME CLASSROOM CLASSROOM ACTIVITIES COMMUNITY INVOLVEMENT COMMUNITY PARTICIPATION CONSTRUCTION OF CLASSROOMS COST PER STUDENT DAY DISADVANTAGED SCHOOLS DROP-OUTS EDUCATED MOTHERS EDUCATION ADMINISTRATION EDUCATION LEVEL EDUCATION SYSTEM ENROLLMENT GRADE EXAM HIGH SCHOOL HIGHER TEST SCORES HUMAN DEVELOPMENT INTERVENTIONS KINDERGARTEN LEARNING ACHIEVEMENTS LEARNING OUTCOMES LITERATURE LOW ACHIEVEMENT MATERNAL EDUCATION MATHEMATICAL CONCEPTS MATHEMATICS MINISTRY OF EDUCATION NATIONAL ASSESSMENT NUMBER OF PUPILS NUMBER OF SCHOOLS PAPERS PARENTAL EDUCATION PARTICIPATION OF PARENTS PEDAGOGICAL MODEL PEDAGOGY PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLS PUBLIC EDUCATION PUBLIC PRIMARY SCHOOLS PUBLIC SCHOOL PUPIL PERFORMANCE READING REPETITION SCHOOL BUILDING SCHOOL DAY SCHOOL DAYS SCHOOL EQUIPMENT SCHOOL INFRASTRUCTURE SCHOOL LEVEL SCHOOL MODEL SCHOOL PROGRAM SCHOOL PROGRAMS SCHOOL TIME SCHOOLS SCHOOLS WITH STUDENTS SECONDARY EDUCATION SMALL SCHOOLS SPECIAL NEEDS SPECIAL SCHOOLS STUDENT ACHIEVEMENT STUDENT CHARACTERISTICS STUDENT LEARNING TEACHER TEACHER CHARACTERISTICS TEACHER TEACHER TEACHER TRAINING TEACHERS TEACHING TEACHING MATERIALS TERTIARY EDUCATION TEST SCORES URBAN SCHOOLS
spellingShingle	ACADEMIC YEAR ACHIEVEMENT TESTS AFTERNOON SHIFT AVERAGE CLASS SIZE AVERAGE SCORE AVERAGE TEST SCORE BETTER LEARNING CLASS SIZES CLASS TEACHER CLASS TIME CLASSROOM CLASSROOM ACTIVITIES COMMUNITY INVOLVEMENT COMMUNITY PARTICIPATION CONSTRUCTION OF CLASSROOMS COST PER STUDENT DAY DISADVANTAGED SCHOOLS DROP-OUTS EDUCATED MOTHERS EDUCATION ADMINISTRATION EDUCATION LEVEL EDUCATION SYSTEM ENROLLMENT GRADE EXAM HIGH SCHOOL HIGHER TEST SCORES HUMAN DEVELOPMENT INTERVENTIONS KINDERGARTEN LEARNING ACHIEVEMENTS LEARNING OUTCOMES LITERATURE LOW ACHIEVEMENT MATERNAL EDUCATION MATHEMATICAL CONCEPTS MATHEMATICS MINISTRY OF EDUCATION NATIONAL ASSESSMENT NUMBER OF PUPILS NUMBER OF SCHOOLS PAPERS PARENTAL EDUCATION PARTICIPATION OF PARENTS PEDAGOGICAL MODEL PEDAGOGY PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLS PUBLIC EDUCATION PUBLIC PRIMARY SCHOOLS PUBLIC SCHOOL PUPIL PERFORMANCE READING REPETITION SCHOOL BUILDING SCHOOL DAY SCHOOL DAYS SCHOOL EQUIPMENT SCHOOL INFRASTRUCTURE SCHOOL LEVEL SCHOOL MODEL SCHOOL PROGRAM SCHOOL PROGRAMS SCHOOL TIME SCHOOLS SCHOOLS WITH STUDENTS SECONDARY EDUCATION SMALL SCHOOLS SPECIAL NEEDS SPECIAL SCHOOLS STUDENT ACHIEVEMENT STUDENT CHARACTERISTICS STUDENT LEARNING TEACHER TEACHER CHARACTERISTICS TEACHER TEACHER TEACHER TRAINING TEACHERS TEACHING TEACHING MATERIALS TERTIARY EDUCATION TEST SCORES URBAN SCHOOLS Cerdan-Infantes, Pedro Vermeersch, Christel More Time is Better : An Evaluation of the Full-time School Program in Uruguay
geographic_facet	Latin America & Caribbean Uruguay
relation	Policy Research Working Paper; No. 4167
description	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.
format	Publications & Research :: Policy Research Working Paper
author	Cerdan-Infantes, Pedro Vermeersch, Christel
author_facet	Cerdan-Infantes, Pedro Vermeersch, Christel
author_sort	Cerdan-Infantes, Pedro
title	More Time is Better : An Evaluation of the Full-time School Program in Uruguay
title_short	More Time is Better : An Evaluation of the Full-time School Program in Uruguay
title_full	More Time is Better : An Evaluation of the Full-time School Program in Uruguay
title_fullStr	More Time is Better : An Evaluation of the Full-time School Program in Uruguay
title_full_unstemmed	More Time is Better : An Evaluation of the Full-time School Program in Uruguay
title_sort	more time is better : an evaluation of the full-time school program in uruguay
publisher	World Bank, Washington, DC
publishDate	2012
url	http://documents.worldbank.org/curated/en/2007/03/7451171/more-time-better-evaluation-full-time-school-program-uruguay http://hdl.handle.net/10986/7240
_version_	1764401674676338688

More Time is Better : An Evaluation of the Full-time School Program in Uruguay

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