The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands

Meyer, E.; Klaveren, Chris van

doi:10.1016/j.econedurev.2013.04.002

Cited by 44 publications

(20 citation statements)

References 17 publications

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“…James-Burdumy, Dynarski, and Deke (2007**) did not find a statistically significant effect, whereas Robin, Frede, and Barnett (2006**) found no statistically significant effect in the short run, but did in the long run. Two Dutch field experiments that have evaluated the effect of an extended day program in elementary schools did not find a significant effect on mathematics or reading achievement (Meyer & Van Klaveren, 2013**;Van Klaveren & De Witte, 2015**).…”

Section: Results For Extracurricular Activitiesmentioning

confidence: 89%

Community Schools

Heers

Klaveren

Groot

et al. 2016

Review of Educational Research

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Community schools offer children an integrated set of educational and social services, but sound scientific evidence on their effectiveness is lacking. Therefore, this study reviews the literature on community schools. First, we characterize community schools and find that their key activities are cooperating with other institutions, involving parents, and offering extracurricular activities. Second, we describe an exemplary community school for which causal evidence shows improved academic achievement. Third, we explore whether the three main activities of community schools influence academic performance, dropout, and risky behavior. Academic performance does not appear to be influenced by extracurricular activities. On the other hand, extracurricular activities do appear to be related to reduced dropout and risky behavior. In addition, there is a positive association of cooperation and parental involvement with academic achievement, and a negative correlation of these two factors with dropout and risky behavior. However, more causal evidence is needed before it can be concluded that community schools are effective.

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Section: Results For Extracurricular Activitiesmentioning

confidence: 89%

Community Schools

Heers

Klaveren

Groot

et al. 2016

Review of Educational Research

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“…These international differences have generated sustained debates about whether students benefit from having more instruction or on the contrary, whether governments can cut spending on instruction time without negatively impacting student achievements (2). Increased instruction time has been an element in many educational reforms in the United States, Europe, and Japan (2)(3)(4).…”

mentioning

confidence: 99%

Increasing instruction time in school does increase learning

Andersen

Humlum

Nandrup

2016

Proc. Natl. Acad. Sci. U.S.A.

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Increasing instruction time in school is a central element in the attempts of many governments to improve student learning, but prior research-mainly based on observational data-disputes the effect of this approach and points out the potential negative effects on student behavior. Based on a large-scale, cluster-randomized trial, we find that increasing instruction time increases student learning and that a general increase in instruction time is at least as efficient as an expert-developed, detailed teaching program that increases instruction with the same amount of time. These findings support the value of increased instruction time.education | randomized controlled trial | school performance | school resources

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“…International studies are also ambiguous: Pattal, Cooper and Allen (2010) reviewed this kind of research and concluded there is a small positive or neutral effect in extended school time on the students' achievements. This can be supported by a later three-month experiment done by Meyer and van Klaveren (2013) carried out in seven Dutch elementary schools. On the other hand, there are recent studies confirming the positive effect of instruction time on achievements, such as in mathematics (Jensen, 2013), or a decrease in grade repetition in Indonesian schools (Parinduri, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 65%

A comparative analysis of chemistry curriculum for lower secondary education in the Czech Republic, Poland, Slovenia and Estonia

Urválková¹,

Teplá²,

Janoušková³

2019

sciED

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This article presents an analysis based on the principles of (international) comparativepedagogy focusing on the study of the similarities and differences in subject-specific competences,educational content, and teaching strategies and methods. The analysis focuseson the field of chemistry, specifically the intended curriculum of the abovementioned countries for the level of lower secondary education. Three parameters were monitored and compared: the number of hours allocated for the teaching of chemistry, of all science subjects from the 6th to 9th grades, the educational content of the subject of chemistry and the teaching strategies discussed and/or recommended for the teaching of natural sciences. Analysis has shown that chemistry is taught for the same length of time, but chemistry topics in Slovenia and Estonia are also taught within the subject Natural Sciences in the 7th grade. The expected outcomes are comparable in all countries, but Czech outcomes are grouped into broad topic areas with few outcomes. The expected outcomes from other countries are specified in much more detail. The recommended teaching methods are most closely described in the Slovenian curriculum, which also contains extensive didactic recommendations for individual subjects.

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The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands

Cited by 44 publications

References 17 publications

Community Schools

Community Schools

Increasing instruction time in school does increase learning

A comparative analysis of chemistry curriculum for lower secondary education in the Czech Republic, Poland, Slovenia and Estonia

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