01 02 03 Institute for Effective Education, University of York: Trial to extend school day finds no significant impact on achievement 04 05 15 16 19 20 21 22 23 24 25 26 27 28 31 32 33

Trial to extend school day finds no significant impact on achievement

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Policies that aim to improve pupil achievement often involve increasing teaching time. A new article, published in the Economics of Education Review, describes a randomised controlled trial designed to estimate the effect of an extended school day on maths and language achievement.

During the three-month trial, which involved seven Dutch primary schools, children in the treatment group had a longer school day. The authors found that the longer day had no significant effect on maths or language achievement. The programme was only offered for 11 weeks, and this may have been too little time to produce improvements in achievement. However, the authors note that their findings reflect those of the limited previous research in this area.

Source: The Effectiveness of Extended Day Programs: Evidence from a Randomized Field Experiment in the Netherlands (2013), Economics of Education Review, 36.

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