School schedules and mothers’ employment: evidence from an education reform

Parents' Effective Time Endowment and Divorce: Evidence from Extended School Days

“…We proceed by estimating TWFE models. In Table 4, Column (1), we show that consistent with findings in other studies, longer school days lead to an increase in female employment (Contreras and Sepúlveda, 2017;Padilla-Romo and Cabrera-Hernández, 2019;Cabrera-Hernández and Padilla-Romo, 2020;Kozhaya and Martínez Flores, 2020;Berthelon et al, 2022). Our estimate indicates that the extension in the school day by 3.5 hours generated a long-run average increase of 1.8 percentage points in the share of employed women (6.8% relative to the baseline in the ever-treated municipalities).…”

“…4 For the particular case of the FTS program implemented in Mexico, there is evidence that this policy significantly increased female employment (Padilla-Romo and Cabrera-Hernández, 2019;Kozhaya and Martínez Flores, 2020;Cabrera-Hernández and Padilla-Romo, 2020). The connection between childcare and female labor force participation (in countries di↵erent from Mexico) has been studied by Gelbach (2002), Berlinski and Galiani (2007), Lefebvre and Merrigan (2008), Goux and Maurin (2010), Bauernschuster and Schlotter (2015), Nollenberger and Rodriguez-Planas (2015), Carta and Rizzica (2018), Eckho↵ Andresen and Havnes (2019), and Berthelon et al (2022), among others.…”

“…We add to the literature on female economic independence and divorce, which includes studies examining the connection between female non-labor income, labor income, and potential earnings and marriage stability (Ross et al, 1975;Becker et al, 1977;Ho↵man and Duncan, 1995;Weiss and Willis, 1997;Jalovaara, 2003;Bobonis, 2011;Hankins and Hoekstra, 2011;Bergolo and Galván, 2018;Berniell et al, 2020). We also contribute to the literature on the intra-household e↵ects of (public) fulltime schools (Contreras and Sepúlveda, 2017;Padilla-Romo and Cabrera-Hernández, 2019;Kozhaya and Martínez Flores, 2020;Cabrera-Hernández and Padilla-Romo, 2020;Berthelon et al, 2022) and, more generally, to the literature on the connection between public expenditure and family outcomes (Dickert-Conlin, 1999;Halla et al, 2016;Dahl et al, 2016;Bastian, 2017).…”

Reducing inequalities and bolstering growth in Mexico

“…Funding allocation is dependent upon data reporting, which incentivizes data collection and school buy-in. It has contributed to a data-driven culture with open data access for education stakeholders and a focus on learning of disadvantaged groups (Abdul-Hamid, 2017 [5]). Increasing data availability and their timelines help to establish early warning systems, which can prevent students dropping out.…”

Full-Time Schools and Educational Trajectories: Evidence from High-Stakes Exams

“…and non-cognitive outcomes. Existing studies on the e↵ects of FTS concentrate on short-term low-stakes test scores (Cerdan-Infantes and Vermeersch, 2007;Bellei, 2009;Dias Mendes, 2011;Xerxenevsky, 2012;Llambí, 2013;Orkin, 2013;Almeida et al, 2016;Hincapie, 2016;Cabrera-Hernández, 2020;Agüero et al, 2021;Padilla-Romo, 2022), mothers and grandmothers' labor supply (Nemitz, 2015;Contreras and Sepúlveda, 2017;Padilla-Romo and Cabrera-Hernández, 2019;Cabrera-Hernández and Padilla-Romo, 2020;Garganta and Zentner, 2020;Berthelon et al, 2022), child labor (Kozhaya and Flores, 2022), divorce (Padilla-Romo et al, 2022), teen pregnancy, and youth crime (Berthelon and Kruger, 2011). Outcomes in the long run have received less attention.…”