A study published in Economics of Education Review looks at the evidence from the extended school day (ESD) programme in Florida to determine whether pupils benefit from longer school days.
In 2012, Florida introduced the ESD programme, increasing the length of the school day by an hour in the lowest-performing elementary (primary) schools in order to provide additional reading lessons. The lessons had to be based on research, adapted for pupil ability, and include phonemic awareness, phonics, fluency, vocabulary and comprehension. Schools were selected using school-level reading accountability measures. For this study, David Figlio and colleagues looked at reading scores for all pupils in Florida between grades 3 and 10 (Years 4 and 11) using school administrative data from 2005–06 and 2012–13, and employed a regression discontinuity design to estimate the effect of lengthening the school day, looking at the different performance of schools either side of the cut-off point.
Results indicated that the additional one hour of reading lessons had a positive effect on pupils’ reading achievement. ESD schools showed an improvement of +0.05 standard deviations on reading test scores in the first year. The annual cost of the ESD programme was $300,000-$400,000 per school, or $800 per pupil.
Source: Do students benefit from longer school days? Regression discontinuity evidence from Florida’s additional hour of literacy instruction (December 2018), Economics of Education Review, Volume 67