Extending the School Day in Latin America and the Caribbean

Countries throughout Latin America and the Caribbean are reforming their education systems with the view of adding more hours to the school day. This paper examines the existing evidence on the relationship between instructional time and student le...

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Bibliographic Details
Main Authors:	Holland, Peter, Alfaro, Pablo, Evans, David K.
Format:	Working Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2015
Subjects:	SKILLS EMPLOYMENT CAREGIVERS PUBLIC PRIMARY SCHOOLS BASIC EDUCATION TEACHERS CLASS TIME STUDENT LEARNING OUTCOMES INFORMATION TECHNOLOGY SCHOOLING SCHOOL DROPOUT PARENTAL PARTICIPATION ENROLLMENT SCHOOL DAY EDUCATION POLICY LABOR FORCE HIGH SCHOOL SECOND LANGUAGE INSTRUCTIONAL TIME PAPERS LEARNING IMPACTS AFTERNOON SHIFT TRAINING PROGRAMS SOCIAL BENEFITS DISADVANTAGED SCHOOLS MINISTRIES OF EDUCATION COMPLETION RATE OPEN ACCESS LITERACY COGNITIVE DEVELOPMENT READING SKILLS UNIVERSAL PRIMARY EDUCATION COGNITIVE TEST QUALITY OF EDUCATION TRAINING SCHOOL TIME SCHOOL MEALS TEACHER TRAINING PRIMARY ENROLLMENT SCHOOL HOURS SCHOOL DAYS ACADEMIC ACHIEVEMENT ECONOMICS OF EDUCATION SCHOOL SCHEDULE PRIMARY COMPLETION RATE SCHOOL PROGRAMS SECONDARY SCHOOL SCHOOL AGED CHILDREN CURRICULAR ACTIVITIES MINISTRIES STUDENT OUTCOMES STUDENT ACHIEVEMENT LEARNING EDUCATION SYSTEM RESEARCH PRIMARY SCHOOL REGULAR SCHOOLS PEDAGOGICAL APPROACHES TEACHING SCHOOL LEVEL CHILD CARE PRIMARY SCHOOLS EDUCATION SYSTEMS READING SCHOOL MANAGEMENT ACADEMIC OUTCOMES HUMAN CAPITAL SCHOOL YEAR STUDENT ASSESSMENT SPORTS DROPOUT RATES EDUCATIONAL INTERVENTIONS PRIMARY COMPLETION STUDENT POPULATION ENROLLMENT RATES SCIENCE NATIONAL CURRICULA STUDENT SCHOOLS PRIMARY ENROLLMENT RATES PARTICIPATION EDUCATION REFORM CURRICULA LEARNING OUTCOMES URBAN SCHOOLS STUDENT PERFORMANCE MINISTRY OF EDUCATION RESEARCHERS EXPENDITURES LITERATURE YOUTH TEACHERS’ UNIONS DISADVANTAGED STUDENTS SCHOOL SYSTEMS EDUCATIONAL MATERIALS CURRICULUM TEACHER SCHOOL MODEL EDUCATIONAL OUTCOMES ACADEMIC SUBJECTS COGNITIVE SKILLS CHILDREN EDUCATION ACADEMIC LEARNING SCHOOL MEAL PHYSICAL EDUCATION SCHOOL DIRECTORS STUDENT DROPOUT STUDENT_LEARNING INSTRUCTION PUBLIC SCHOOLS UNIVERSITY STUDENTS DISSERTATIONS INTERVENTIONS NET ENROLLMENT EXTRACURRICULAR ACTIVITIES PRIMARY EDUCATION CLASSROOM REPETITION RATES SCHOOL PROGRAM SCHOOL SCHOOL LUNCH SECONDARY EDUCATION STUDENT LEARNING LEARNING TIME LEARNING ACTIVITIES FUTURE RESEARCH
Online Access:	http://documents.worldbank.org/curated/en/2015/06/24643071/extending-school-day-latin-america-caribbean http://hdl.handle.net/10986/22183

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Summary:	Countries throughout Latin America and the Caribbean are reforming their education systems with the view of adding more hours to the school day. This paper examines the existing evidence on the relationship between instructional time and student learning, and reviews 15 studies measuring the effects of longer school days. It draws on examples throughout the region to characterize differences in the implementation of extended school day programs, and provides one detailed case study and cost-effectiveness exercise (for Uruguay). While the evidence suggests positive impacts across a range of outcome variables, including gains in student learning, reductions in repetition and dropout, and reductions in teenage pregnancy, there is considerable heterogeneity across programs and studies. Even using the most optimistic impact estimates, a cost-effectiveness exercise suggests that there are likely many more cost-effective reforms to achieve similar effects. The paper concludes with a discussion of the implications for policy makers and practitioners considering an extension of the school day.

Extending the School Day in Latin America and the Caribbean

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