The impact of all-day schools on students’ skills
This event has been cancelled following the increase in the number of coronavirus cases in London. We apologise for any inconvenience.
The impact of all-day schools on students’ skills
18 Mar 2020, 13:00 – 14:00
In this seminar, Larissa Zierow considers the impact of school day extensions on student achievement in German primary schools.
Larissa Zierow investigates whether the extension of school days induced by voluntary all-day programs in German primary schools is successful in increasing school performance. She tackles this question using data from the National Educational Panel Study (NEPS) - covering about 5,000 German primary school students.
As it turns out, all-day programmes lead to better language and maths assessments by teachers and to a higher probability of being recommended for the academic track after primary school.
However, there is no consistent positive impact on standardised test results, nor is there any evidence of a decrease in inequality between children from advantaged and disadvantaged backgrounds.
Quantitative Social Science seminar series
Quantitative Social Science (QSS) hosts a weekly seminar series, where invited speakers present work of relevance to the research interests of the group.
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Image: Phil Meech for UCL Institute of Education
Larissa Zierow
Economist and Deputy Director of Center for the Economics of Education
Ifo Institute for Economic Research
Larissa's research revolves around labour, family, and education economics. She is currently visiting the IOE's Department of Social Science.