81395 enGender Impact: The World Bank’s Gender Impact Evaluation Database More Time is Better: An Evaluation of the Full-Time School Program in Uruguay Author(s) Pedro Cerdan-Infantes and Christel Vermeersch Contact cvermeersch@worldbank.org Country Uruguay Organizing Theme Education and Skills Status Completed Intervention Category School Management Sector Education This paper estimates the impact of the full-time school program in Uruguay on standardized test scores of 6th grade students. The program lengthened the school day from a half day to a full day, and provided additional inputs to schools to make this possible, such as additional teachers and construction of classrooms. The program was not randomly placed, but targeted poor urban schools. Using propensity score matching, we construct a comparable group of Abstract schools, and show that students in very disadvantaged schools improved in their test scores by 0.07 of a standard deviation per year of participation in the full-time program in mathematics, and 0.04 in language. While the program is expensive, it may, if well targeted, help address inequalities in education in Uruguay, at an increase in cost per student not larger than the current deficit in spending between Uruguay and the rest of the region. Gender Connection Gender Informed Analysis Gender Outcomes Gender disaggregated Educational Attainment and Performance IE Design Propensity Score Matching The Full Time School Program lengthened the school day from a half day to a full day. Intervention Additionally, the program provided inputs such as materials, teachers, teacher training and construction of classrooms to facilitate the increase in school time. Intervention Period The program implementation started in 1996 The study looks at sixth grade students in Uruguay. The tests were originally intended to be a Sample population census of all students. However, very small schools, totaling 1200, were not included. Comparison The study aims to compare full time schools to similar schools that are still on a half time conditions schedule. Unit of analysis Student Level Evaluation Period The study uses national exams conducted in 1996, 1999, and 2002. Full time school programs led to significant increases in math and language test scores. The impact on math scores is greater than the impact on language scores (.063 standard deviations Results vs. .044 standard deviations). Additionally, the intervention led to a significant increase in the amount of students who reach a passing score, the program leads to an additional 10% of Last updated: 14 August 2013 1 enGender Impact: The World Bank’s Gender Impact Evaluation Database students reaching passing score. The impacts are greater for more disadvantaged schools. Additionally, girls have significantly higher scores than males. Primary study The limited sample size restricts the ability to test for heterogeneous effects. limitations Funding Source Cerdan-Infantes, P., & Vermeersch, C. (2007). More time is better: An evaluation of the full Reference(s) time school program in Uruguay. World Bank Policy Research Working Paper, (4167). Link to Studies http://elibrary.worldbank.org/docserver/download/4167.pdf?expires= 1367604880&id=id&accname=guest&checksum=A3A449F5806D4FD206425A0DAB9E1BC6 Microdata Last updated: 14 August 2013 2