Double-shift schooling and student success: Quasi-experimental evidence from Europe

School scheduling systems are frequently at the forefront of policy discussions around the world. This paper provides the first causal evidence of student performance during double-shift schooling systems. We exploit a six-year quasi-experiment from a country in Eastern Europe where students alterna...

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Bibliographic Details
Published in:Economics letters 2016-02, Vol.139, p.36-39
Main Authors: Lusher, Lester, Yasenov, Vasil
Format: Article
Language:English
Subjects:
Causality
Double-shift schooling
Eastern Europe
Economic models
Education policy
Education production
School schedules
School start time
Students
Studies
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Summary:School scheduling systems are frequently at the forefront of policy discussions around the world. This paper provides the first causal evidence of student performance during double-shift schooling systems. We exploit a six-year quasi-experiment from a country in Eastern Europe where students alternated between morning and afternoon school blocks every month. We estimate models with student–class and month fixed effects using data on over 260,000 assignment-level grades. We find a small, precisely estimated drop in student performance during afternoon blocks. •This paper examines student performance during double-shift schooling systems.•We utilize a quasi-experiment where students alternated school blocks every month.•Estimated models include student–class and month fixed effects.•Results suggest a small, precisely estimated drop in grades during afternoon blocks.
ISSN:0165-1765
1873-7374
DOI:10.1016/j.econlet.2015.12.009