Does lengthening the school day reduce the likelihood of early school dropout and grade repetition : Evidence from Colombia

Abstract

Previous research on the effects of the length of instructional time has found that academic performance is higher when more time is spent in instruction. These findings have been reported in research examining both the length of the school day, as well as the length of the school year (Patall, Cooper, & Allan, 2010). However, most research on the topic has focused on academic assessments, such as standardized tests, or on longer-term outcomes, such as wages. Overlooked in these studies are the more proximate measures of schooling that also influence student trajectories. Specifically, as yet, no analysis has focused on the effects of the length of school schedule on the likelihood of grade repetition, nor on the risk of dropping out of school before graduation. In this analysis, we use data from a new source in Colombia to examine the effects of a change from half-day schooling (media jornada) to full-day schooling (jornada completa) on near-term student outcomes

Investigaciones previas sobre el efecto de la jornada escolar han concluido que el desempeño académico es mejor cuando el tiempo de estudio es mayor. Estos resultados provienen de estudios que observan tanto la duración del día como la del año escolar (Patall, Cooper, y Allan, 2010). La mayoría de estas investigaciones se han concentrado en evaluar logros académicos a través de exámenes estandarizados, o en observar resultados a largo plazo como el salario. Otras medidas más cercanas al desempeño de los estudiantes e influyentes en la trayectoria escolar, han sido dejadas de lado. En efecto, hasta ahora ningún estudio ha observado el impacto de la jornada escolar en la probabilidad de repetición escolar o en el riesgo de deserción escolar. Este análisis utiliza datos de una nueva fuente en Colombia para examinar los efectos a corto plazo del cambio de media jornada a jornada completa