Agüero, J., Favara, M., Porter, C. y Sánchez, A. (2021). ¿Más recursos escolares mejoran los resultados de aprendizaje? Evidencia de la reforma de Jornada Escolar Completa. Análisis & Propuestas, (57), 1-4.

It remains an open debate whether allocating more resources improves the learning outcomes of students in low-performing public schools. We focus on the effect of increased instructional time, which is theoretically ambiguous due to possible compensatory changes in student, teacher or parent effort. Using a regression discontinuity approach, we find that a reform that extends the school day increases maths test scores, with a large effect size relative to other interventions. It also improved reading, technical skills and social-emotional competencies. Our results are partly explained by reduced student home production, teacher specialisation and investments in pedagogical assistance to teachers.