Do Students Benefit from Longer School Days? Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1

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...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018
Hauptverfasser:	Figlio, David, Holden, Kristian L, Ozek, Umut
Format:	Report
Sprache:	eng
Schlagworte:	Elementary Secondary Education Eligibility Extended School Day Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Literacy Education Low Achievement Program Effectiveness Reading Achievement School Schedules Student Characteristics Time Factors (Learning)
Online-Zugang:	Volltext bestellen
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

container_end_page
container_issue
container_start_page
container_title	National Center for Analysis of Longitudinal Data in Education Research (CALDER)
container_volume
creator	Figlio, David Holden, Kristian L Ozek, Umut
description	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.
format	Report
fullrecord	<record><control><sourceid>eric_GA5</sourceid><recordid>TN_cdi_eric_primary_ED591819</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>ED591819</ericid><sourcerecordid>ED591819</sourcerecordid><originalsourceid>FETCH-eric_primary_ED5918193</originalsourceid><addsrcrecordid>eNqFjcFqwkAURbNxUbR_0MXddRVxWoS4KtZEFKSUKriUYfKSPozz5M1EyPf0R43ovqu7OPfc-5T85YJtbEvyMeCTPFUcUamcsBFfk2LrfkUa5LYLH_ihWikEFo-cgxMf2bccOxQX7icc3dVlI8qlfQ2YlyXHvm4brKRVSIUNR1LrOqx9iNq6Gx5jL3pkX-PbnvvTLxnjbWLSSWay1IySQWWbQM-PHCYvy2K3WKWk7A5n5ZPV7lDk05nJzOz9H3wFnRJQuA</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>report</recordtype></control><display><type>report</type><title>Do Students Benefit from Longer School Days? Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1</title><source>ERIC - Full Text Only (Discovery)</source><creator>Figlio, David ; Holden, Kristian L ; Ozek, Umut</creator><creatorcontrib>Figlio, David ; Holden, Kristian L ; Ozek, Umut ; National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research</creatorcontrib><description>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.</description><language>eng</language><publisher>National Center for Analysis of Longitudinal Data in Education Research</publisher><subject>Elementary Secondary Education ; Eligibility ; Extended School Day ; Grade 10 ; Grade 3 ; Grade 4 ; Grade 5 ; Grade 6 ; Grade 7 ; Grade 8 ; Grade 9 ; Literacy Education ; Low Achievement ; Program Effectiveness ; Reading Achievement ; School Schedules ; Student Characteristics ; Time Factors (Learning)</subject><ispartof>National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2018</ispartof><tpages>48</tpages><format>48</format><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,687,776,881,4475</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED591819$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED591819$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Figlio, David</creatorcontrib><creatorcontrib>Holden, Kristian L</creatorcontrib><creatorcontrib>Ozek, Umut</creatorcontrib><creatorcontrib>National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research</creatorcontrib><title>Do Students Benefit from Longer School Days? Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1</title><title>National Center for Analysis of Longitudinal Data in Education Research (CALDER)</title><description>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.</description><subject>Elementary Secondary Education</subject><subject>Eligibility</subject><subject>Extended School Day</subject><subject>Grade 10</subject><subject>Grade 3</subject><subject>Grade 4</subject><subject>Grade 5</subject><subject>Grade 6</subject><subject>Grade 7</subject><subject>Grade 8</subject><subject>Grade 9</subject><subject>Literacy Education</subject><subject>Low Achievement</subject><subject>Program Effectiveness</subject><subject>Reading Achievement</subject><subject>School Schedules</subject><subject>Student Characteristics</subject><subject>Time Factors (Learning)</subject><fulltext>true</fulltext><rsrctype>report</rsrctype><creationdate>2018</creationdate><recordtype>report</recordtype><sourceid>GA5</sourceid><recordid>eNqFjcFqwkAURbNxUbR_0MXddRVxWoS4KtZEFKSUKriUYfKSPozz5M1EyPf0R43ovqu7OPfc-5T85YJtbEvyMeCTPFUcUamcsBFfk2LrfkUa5LYLH_ihWikEFo-cgxMf2bccOxQX7icc3dVlI8qlfQ2YlyXHvm4brKRVSIUNR1LrOqx9iNq6Gx5jL3pkX-PbnvvTLxnjbWLSSWay1IySQWWbQM-PHCYvy2K3WKWk7A5n5ZPV7lDk05nJzOz9H3wFnRJQuA</recordid><startdate>201808</startdate><enddate>201808</enddate><creator>Figlio, David</creator><creator>Holden, Kristian L</creator><creator>Ozek, Umut</creator><general>National Center for Analysis of Longitudinal Data in Education Research</general><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>201808</creationdate><title>Do Students Benefit from Longer School Days? Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1</title><author>Figlio, David ; Holden, Kristian L ; Ozek, Umut</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_ED5918193</frbrgroupid><rsrctype>reports</rsrctype><prefilter>reports</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Elementary Secondary Education</topic><topic>Eligibility</topic><topic>Extended School Day</topic><topic>Grade 10</topic><topic>Grade 3</topic><topic>Grade 4</topic><topic>Grade 5</topic><topic>Grade 6</topic><topic>Grade 7</topic><topic>Grade 8</topic><topic>Grade 9</topic><topic>Literacy Education</topic><topic>Low Achievement</topic><topic>Program Effectiveness</topic><topic>Reading Achievement</topic><topic>School Schedules</topic><topic>Student Characteristics</topic><topic>Time Factors (Learning)</topic><toplevel>online_resources</toplevel><creatorcontrib>Figlio, David</creatorcontrib><creatorcontrib>Holden, Kristian L</creatorcontrib><creatorcontrib>Ozek, Umut</creatorcontrib><creatorcontrib>National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Figlio, David</au><au>Holden, Kristian L</au><au>Ozek, Umut</au><aucorp>National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research</aucorp><format>book</format><genre>unknown</genre><ristype>RPRT</ristype><ericid>ED591819</ericid><atitle>Do Students Benefit from Longer School Days? Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1</atitle><jtitle>National Center for Analysis of Longitudinal Data in Education Research (CALDER)</jtitle><date>2018-08</date><risdate>2018</risdate><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.</abstract><pub>National Center for Analysis of Longitudinal Data in Education Research</pub><tpages>48</tpages><oa>free_for_read</oa></addata></record>
fulltext	fulltext_linktorsrc
identifier
ispartof	National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2018
issn
language	eng
recordid	cdi_eric_primary_ED591819
source	ERIC - Full Text Only (Discovery)
subjects	Elementary Secondary Education Eligibility Extended School Day Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Literacy Education Low Achievement Program Effectiveness Reading Achievement School Schedules Student Characteristics Time Factors (Learning)
title	Do Students Benefit from Longer School Days? Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1
url	https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-22T11%3A19%3A36IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_GA5&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=unknown&rft.atitle=Do%20Students%20Benefit%20from%20Longer%20School%20Days?%20Regression%20Discontinuity%20Evidence%20from%20Florida's%20Additional%20Hour%20of%20Literacy%20Instruction.%20Working%20Paper%20No.%20201-0818-1&rft.jtitle=National%20Center%20for%20Analysis%20of%20Longitudinal%20Data%20in%20Education%20Research%20(CALDER)&rft.au=Figlio,%20David&rft.aucorp=National%20Center%20for%20Analysis%20of%20Longitudinal%20Data%20in%20Education%20Research%20(CALDER)%20at%20American%20Institutes%20for%20Research&rft.date=2018-08&rft_id=info:doi/&rft_dat=%3Ceric_GA5%3EED591819%3C/eric_GA5%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=ED591819&rfr_iscdi=true