Does Participating in All-Day Programs Enhance Student Achievement in Germany?

• In Event: Marriott Roundtable Session 39
  In Roundtable Session: Program Evaluation in Schools in International Settings: Examples From Brazil, Germany, and China

Abstract

We investigate if all-day program participation has promotive effects on student achievement in Germany, which is modeled as latent construct indicated by mathematics, reading, and orthography achievement in grade 7. The programs are additional afternoon offers aligned to promote learning: homework assistance, remedial teaching, and subject-specific programs. We focus on all-day schools with a voluntary choice of participation and compare the achievement of participating and non-participating students. We balance differences in preconditions between these groups using propensity score matching. For these matched samples treatment effects on achievement are separately estimated. The study bases on representative longitudinal data from Germany. None of the effects is statistically significant which implies that participating in all-day programs has no added value over half-day education.

Authors

• Isa Steinmann, University of Dortmund

• Rolf Strietholt, University of Dortmund