Longer days, better performance? The impact of all-day primary schools in Germany

IF 1.8 3区 经济学 Q2 ECONOMICS
Arnim Seidlitz , Larissa Zierow
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引用次数: 0

Abstract

This paper investigates the effects of voluntary all-day programs in German primary schools on student outcomes. To address selection bias, we use federal construction subsidies as an instrument for all-day school expansion. The program significantly increased all-day school attendance. However, second-stage results are mixed and suffer from statistical imprecision. While no significant effects are found on test scores or math grades, there are positive impacts on German grades and academic track attendance after primary school. Results indicate that all-day programs improve student satisfaction and reduce bullying; yet, we find no evidence of a reduction in educational inequality.
工作时间越长,表现越好?德国全日制小学的影响
本文研究了德国小学义务全日制课程对学生学习成绩的影响。为了解决选择偏差,我们使用联邦建筑补贴作为全日制学校扩张的工具。该项目显著提高了全日制学校的出勤率。然而,第二阶段的结果喜忧参半,并受到统计不精确的影响。虽然对考试成绩或数学成绩没有显著影响,但对德语成绩和小学毕业后的学术出勤率有积极影响。结果表明,全日制课程提高了学生满意度,减少了欺凌行为;然而,我们没有发现教育不平等减少的证据。
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来源期刊
CiteScore
3.30
自引率
4.50%
发文量
85
审稿时长
61 days
期刊介绍: Economics of Education Review publishes research on education policy and finance, human capital production and acquisition, and the returns to human capital. We accept empirical, methodological and theoretical contributions, but the main focus of Economics of Education Review is on applied studies that employ micro data and clear identification strategies. Our goal is to publish innovative, cutting-edge research on the economics of education that is of interest to academics, policymakers and the public. Starting with papers submitted March 1, 2014, the review process for articles submitted to the Economics of Education Review will no longer be double blind. Authors are requested to include a title page with authors'' names and affiliation. Reviewers will continue to be anonymous.
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