What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment

By Maria D. Fitzpatrick, D. Grissmer, Sarah Hastedt. 2011

137 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/dbad79def8b87be94f0a2040ad9c17d27eca7346

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Citations in the corpus

The Long-Term Distributional and Welfare Effects of Covid-19 School Closures (2020, background): “…different parental inputs and between parental inputs and market-based child care.3Other papers studying the link between school instruction time and test scores are Rivkin and Schimann(2015) and Fitzpatrick et al. (2011). investigating longer-term outcomes of school instruction time on children.”
Assessing the Effect of School Days and Absences on Test Score Performance. CEP Discussion Paper No. 1302. (2014, background): “Finally, we show that attending (having) a school (teacher) in the 75th percentile of the fixed effect distribution decreases absences by 0.14 (0.14) days relative to the 25th percentile; a relatively large result given that the average number of absences is 6.28 days.14 Overall, the results point t”
Are Student Absences Worth the Worry in U.S. Primary Schools? (2017, background): “Fitzpatrick et al.’s (2011) estimates of the effect of a school day are more in line, and perhaps more comparable, with our estimates because the authors exploit the quasi-randomness of test dates in the ECLS-K. Specifically, Fitzpatrick et al. (2011) estimate that each day in school is associated w”
Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time (2014, unknown): “…(2007) and Lavy (2012), which exploit policy interventions that respectively shorten the West German school year and increase Israeli schools’ instructional time budget; and Fitzpatrick et al. (2011) and Carlsson et al. (2012), which exploit random variation in the timing of standardized tests.”