Implementation Barriers and Program Effectiveness
A Quasi-Experimental Study on an Extended School Week
Dados Bibliográficos
| ID | 21581878 |
|---|---|
| Autores | Gijs Custers (0000-0002-2716-3104, Erasmus University, Rotterdam, The Netherlands, autor correspondente) |
| Ano | 2025 |
| Volume | 39 |
| Fascículo | 7 |
| Páginas | 1392-1419 |
| Data de publicação | 2025-11-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Educational Policy (JOURNAL) |
| Identificadores do periódico | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/08959048241309345 |
| OpenAlex | W4407927564 |
| Idioma | EN |
| Referências citadas | 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
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Sustainability of teacher expectation bias effects on long-term student performance.
School and system improvement
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The Role of School-Based Extracurricular Activities in Adolescent Development
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Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children's Zone
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Genetic Matching for Estimating Causal Effects
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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
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| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |