Implementation Barriers and Program Effectiveness
A Quasi-Experimental Study on an Extended School Week
Bibliographic Data
| ID | 21581878 |
|---|---|
| Authors | Gijs Custers (0000-0002-2716-3104, Erasmus University, Rotterdam, The Netherlands, corresponding author) |
| Year | 2025 |
| Volume | 39 |
| Issue | 7 |
| Pages | 1392-1419 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Policy (JOURNAL) |
| Journal identifiers | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/08959048241309345 |
| OpenAlex | W4407927564 |
| Language | EN |
| References cited | 48 |
This study investigates the impact of an extended school week in 30 primary schools on track recommendations, an achievement-related outcome, at the school level. The intervention is part of a major urban policy in one of the most disadvantaged areas in the Netherlands. Register data are used to examine changes in track recommendations between 2010 and 2020. Control schools are selected through genetic matching based on educational and demographic variables, after which comparative interrupted time series estimate the causal effect. The findings show that, on average, track recommendations in the intervention schools did not structurally increase compared to the control schools. We critically discuss how these results might relate to implementation barriers such as the partial top-down design, program quality and coordination, and teacher shortages. We contribute to the literature by showing how difficulties with program implementation are likely to produce null findings
Mathematics education · Medical education · Political science · Sociology · Computer Science · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Youth Development and Social Support
A Review of Empirical Evidence About School Size Effects
Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status
Sustainability of teacher expectation bias effects on long-term student performance.
School and system improvement
Out-of-School-Time Programs
The Role of School-Based Extracurricular Activities in Adolescent Development
Using Synthetic Controls
Capturing Unique Dimensions of Youth Organized Activity Involvement
Exploring beginning teachers’ attrition in the Netherlands
Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children's Zone
Mostly Harmless Econometrics
Genetic Matching for Estimating Causal Effects
Implementation Matters
Does the Amount of Participation in Afterschool Programs Relate to Developmental Outcomes? A Review of the Literature
Quality is Critical for Meaningful Synthesis of Afterschool Program Effects
Weighted student funding in the Netherlands
The urban class structure
Segregation by choice? A study of group‐specific reasons for school choice
Policy on ethnic segregation in a system of choice
A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
Quality at the Point of Service
Change or stability in educational inequalities? Educational mobility and school effects in the context of a major urban policy
Estimating Causal Effects Using School-Level Data Sets
Short Comparative Interrupted Time Series Using Aggregate School-Level Data in Education Research
Time in School
Measuring and Modelling Level of Education in European Societies
If You Build It, Will They Come
The Paradox of Success at a No-Excuses School
| Citation velocity | historical |
|---|---|
| Highly cited | No |