Do students benefit from longer school days? Regression discontinuity evidence from Florida's additional hour of literacy instruction

The Effects of Full-Day Prekindergarten: Experimental Evidence of Impacts on Children’s School Readiness

“…Although the research base on the impacts of ECE intensity is underdeveloped, related research from the K–12 context does provide support for the hypothesis that more intensive preschool programs may benefit children. For instance, a number of quasi-experiments indicate that lengthening the school day leads to increases in children’s academic outcomes (Battistin & Meroni, 2016; Bellei, 2009; Figlio, Holden, & Ozek, 2018). There is also a large body of research comparing outcomes for children enrolled in full- versus half-day kindergarten.…”

The psychosocial impact of COVID-19 within the first six months of the pandemic on youth with epilepsy and their caregivers

“…For example, nearly half of the sample reported that distance learning was inferior to the usual school environment in regards to promoting academic achievement and behavioral and emotional functioning. Undoubtedly, children without epilepsy have also experienced disruptions to their school and social routines over the last several months, which may have negative academic outcomes when evaluating reduction in hours of school [28][29][30]. Prior to the pandemic, children with epilepsy versus without epilepsy were more likely to have developmental, behavioral, emotional, learning and socioeconomic difficulties [3,31,32].…”

A Blueprint for Scaling Tutoring and Mentoring Across Public Schools

“…The average effect of tutoring programs on student achievement is larger than the effects found in approximately 85% of causal studies evaluating education interventions (Kraft, 2020). This effect on student achievement (~0.36σ) is also meaningfully larger than popular alternatives districts are considering in response to the COVID-19 pandemic such as class size reduction (~0.13–0.20σ; Angrist & Lavy, 1999; Krueger, 1999), extending the school day/year (~0.05σ; Figlio et al, 2018), vacation academies (~0.06–0.16σ; Schueler, 2020; Schueler et al, 2017) and summer school (~0.08σ−0.09σ; Augustine et al, 2016; Lynch et al, 2021). Tutoring is also unique among other interventions studied in its sustained effectiveness for both reading and math through high school (Fryer, 2017; Inns et al, 2019; Nickow et al, 2020).…”