View metadata

dc.titleLong-Term Gains from Longer School Days
dc.contributor.authorDomínguez, Patricio
dc.contributor.authorRuffini, Krista
dc.contributor.orgunitDepartment of Research and Chief Economist
dc.coverageChile
dc.date.available2020-06-11T00:00:00
dc.date.issue2020-06-11T00:00:00
dc.description.abstractThis paper examines whether additional time in elementary and secondary school affects economic well-being in adulthood. This paper explores a large-scale reform that increased the Chilean school day by 30 percent between 1997 and 2010, with access to longer school days varying by cohort and city. Both sources of variation are leveraged and it is found that full-day schooling increases educational attainment, delays childbearing, and increases earnings in young adulthood. The nature of these benefits is consistent with more time in school facilitating human capital accumulation, and the results show that large scale investments in public education can generate long-term improvements in economic well-being.
dc.format.extent84
dc.identifier.doihttp://dx.doi.org/10.18235/0002416
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Long-Term-Gains-from-Longer-School-Days.pdf
dc.language.isoen
dc.mediumAdobe PDF
dc.publisherInter-American Development Bank
dc.subjectAcademic Performance
dc.subjectEmployment Rate
dc.subjectEducation Policy
dc.subjectLabor Force
dc.subjectLabor Market
dc.subjectHigh School
dc.subjectSchool Day
dc.subjectPoverty Level
dc.subjectReturn on Investment
dc.subject.jelcodeJ24 - Human Capital • Skills • Occupational Choice • Labor Productivity
dc.subject.jelcodeI25 - Education and Economic Development
dc.subject.jelcodeH52 - Government Expenditures and Education
dc.subject.keywordsreturns to education;Economics of education;full-day schooling;long-terminvestments
dc.typeWorking Papers
idb.identifier.pubnumberIDB-WP-01120
idb.operationRG-E1504
Return to Publication