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What a Difference a Day Makes: Estimating Daily Learning Gains during Kindergarten and First Grade Using a Natural Experiment

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Title: What a Difference a Day Makes: Estimating Daily Learning Gains during Kindergarten and First Grade Using a Natural Experiment
Language: English
Authors: Fitzpatrick, Maria D., Grissmer, David, Hastedt, Sarah
Source: Economics of Education Review. Apr 2011 30(2):269-279.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2011
Contract Number: R305A060021
Document Type: Journal Articles
Reports - Research
Education Level: Grade 1
Kindergarten
Descriptors: Conventional Instruction, Traditional Schools, Academic Achievement, Kindergarten, Grade 1, Educational Policy, Resource Allocation, Measures (Individuals), Achievement Gains, Mathematics Tests, Reading Tests, Scores, Statistical Significance
Assessment and Survey Identifiers: Early Childhood Longitudinal Survey
DOI: 10.1016/j.econedurev.2010.09.004
ISSN: 0272-7757
Abstract: Knowing whether time spent in formal schooling increases student achievement, and by how much, is important for policymakers interested in determining efficient use of resources. Using the ECLS-K, we exploit quasi-randomness in the timing of assessment dates to examine this question. Conservative estimates suggest a year of school results in gains of about one standard deviation above normal developmental gains in both reading and math test scores. The results are statistically significant and extremely robust to specification choice, supporting quasi-randomness of test dates. Estimates of skill accumulation due to formal schooling do not vary based on socioeconomic characteristics. (Contains 5 tables and 1 figure.)
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2011
Accession Number: EJ916923
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Economics+of+Education+Review%22"><i>Economics of Education Review</i></searchLink>. Apr 2011 30(2):269-279.
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: Knowing whether time spent in formal schooling increases student achievement, and by how much, is important for policymakers interested in determining efficient use of resources. Using the ECLS-K, we exploit quasi-randomness in the timing of assessment dates to examine this question. Conservative estimates suggest a year of school results in gains of about one standard deviation above normal developmental gains in both reading and math test scores. The results are statistically significant and extremely robust to specification choice, supporting quasi-randomness of test dates. Estimates of skill accumulation due to formal schooling do not vary based on socioeconomic characteristics. (Contains 5 tables and 1 figure.)
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        Value: 10.1016/j.econedurev.2010.09.004
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      – Text: English
    PhysicalDescription:
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