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The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands
ARTICLE

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Economics of Education Review Volume 36, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

Policies that aim at improving student achievement frequently increase instructional time, for example by means of an extended day program. There is, however, hardly any evidence that these programs are effective, and the few studies that allow causal inference indicate that we should expect neutral to small effects of such programs. This study conducts a randomized field experiment to estimate the effect of an extended day program in seven Dutch elementary schools on math and language achievement. The empirical results show that this three-month program had no significant effect on math or language achievement.

Citation

Meyer, E. & Van Klaveren, C. (2013). The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands. Economics of Education Review, 36(1), 1-11. Elsevier Ltd. Retrieved January 24, 2020 from .

This record was imported from Economics of Education Review on January 28, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2013.04.002

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