Policies

After-school Tutoring

Issue

In many developing countries, schools typically operate with four-hour school days, accommodating two groups of children each day. Governments are contemplating extending the school day, a costly endeavor, to enhance educational quality. Proponents of maintaining the current system argue that evidence from developed nations suggests that increasing instructional time only marginally boosts achievement scores. This study represents the first examination of the impact of a substantial increase in instructional time in a low-income country. In 2005, the Ethiopian federal government mandated school districts to eliminate shift teaching and extend the school day from four to six hours. The implementation of this reform varied across districts, creating exogenous differences in instructional time.

Solution

The study employs a difference-in-difference approach, utilizing a unique longitudinal dataset, controlling for time-invariant unobservables at the school level. By analyzing the impact of the reform on 8-year-old children's academic performance, the study aims to shed light on the efficacy of lengthening the school day in improving educational outcomes.

Impact

Findings indicate that a longer school day positively affects writing and mathematics scores for 8-year-old children, although it does not significantly impact reading scores. Notably, the effects are more pronounced among children from more affluent backgrounds, including those who are not stunted, come from wealthier households, and attend urban schools. Interestingly, the reform exhibits more significant positive effects on girls than boys. While the reform enhances academic achievement, it may widen the gap between wealthier and poorer children.

Analysis

The study's findings illustrate the complexity of educational reforms and their differential impacts across socioeconomic groups. While extending the school day appears to improve academic performance on average, it also exacerbates existing disparities between higher-income households and disadvantaged children. This highlights the importance of considering equity implications when implementing educational policies, as reforms may inadvertently widen achievement gaps. Such insights are crucial for policymakers to ensure that educational interventions effectively promote equitable access to quality education for all children, regardless of socioeconomic background.