Evaluation of an Extended Day Program in the Netherlands: A Randomized Field Experiment

Policies that aim at improving student achievement frequently increase instructional time, for example by means of an extended day program. There is, however, hardly any evidence that these programs are effective, and the few studies that allow causal inference indicate that we should expect neutral to small effects of such programs. This study conducts a randomized field experiment to estimate the effect of an extended day program in seven Dutch elementary schools on math and reading achievement. The empirical results show that this three-month program had a modest but non-significant effect on math, and no significant effect on reading achievement.Extended Day; Increased Instructional Time; Random Assignment; Field Experiment

How are Teachers Teaching? A Nonparametric Approach

This paper examines which conguration of teaching activities (expressed in, e.g., problem solving, homework, lecturing) maximizes student performance. To do so, it formulates a non- parametric eciency model that is rooted in the Data Envelopment Analysis literature. In the model, we account for (1) self selection of students and teachers in better schools, and (2) complementary teaching activities. The analysis distinguishes both individual teaching (i.e., a personal teaching style adapted to the individual needs of the student) and collective teaching (i.e., a similar style for all students in a class). Exploiting the data set, we compare the actual teaching style as revealed by the teacher in the data to the model estimations. As such, we anal- yse which students in the class the teacher is targeting with his/her teaching style. The main results show that high test scores are associated with teaching styles that emphasise problem solving and homework. In addition, teachers seem to adapt their optimal teaching style on the 70 percent least performing students.Data Envelopment Analysis, Teacher Quality, Student Performance, Nonparametric estimation, Revealed teaching style

The Weekend School Effect on Perceived Cognitive and Social Competences: Evidence from a Randomized Controlled Experiment

This study reports the results of a randomized controlled experiment in the Netherlands that was conducted in 2005 to examine if a Weekend School did positively affect perceived competences. For this purpose, 216 Dutch 7thgraders (aged 10/11) were randomly assigned to a Weekend School program and a waiting list. This study focuses on the following competences: scholastic competence, social acceptance, behavioral conduct, global self-worth and outspokenness. These competences are measured before and 10 months after the start of the Weekend School program. Experimental results suggest that the Weekend School program did not affect children's perceived competences.Weekend School, Perceived Competence, Random Assignment

Selective Migration in New Towns: Influence on Regional Accountability in Early School Leaving

In an attempt to stop the rampant suburbanization, which countries experienced after World War II, a 'new town' policy was enrolled. As a major objective, and related to its origins, new towns were effective in attracting low and medium income households. Nowadays, cities and municipalities experience an increased accountability in which incentives are provided by 'naming and shaming'. This paper focuses on an issue where both historical and local policy come together: early school leaving. Using an iterative matching analysis, it suggests how to account for differences in population and regional characteristics. In other words, how to compare and interpret early school leaving in new towns in a more `fair' way. The results point out that (statistically) mitigating historical differences is necessary, even though this does not necessarily means that 'naming' is replaced by 'shaming'.Urban Economics; New Town; Early School Leaving; Naming and Shaming; Iterative Matching, Urban Planning

Cumulative Exposure Assessment of Triazole Pesticides

In the EFSA opinion on identification of new approaches to assess cumulative and synergistic risks from pesticides to human health a tiered approach for cumulative risk assessment has been proposed. The first tier is a deterministic approach using average and large portion consumption statistics. The higher tiers include probabilistic exposure assessment and Benchmark Dose (BMD) modeling. The aim of this study is to demonstrate the feasibility and applicability of a higher tier assessment of cumulative exposure using probabilistic modeling in combination with the relative potency factor (RPF) approach. The RPFs are used to weigh the toxicity of each pesticide relative to the toxicity of a chosen index compound (pesticide). In this report the authors address both the short-term and long-term cumulative exposure to triazoles using different statistical model

Community Schools Unfolded: A review of the literature.

Community schools are quickly increasing in number, but there is no evidence whether they are more effective than traditional schools. No study has empirically compared community schools to other schools. This study reviews the literature on the effectiveness of community schools. We focus on their three main components: cooperation with external organizations, parental involvement, and extracurricular activities. This review indicates that involving external organizations seems valuable in terms of social cohesion in neighborhoods. Parental involvement is particularly important for the educational development of lower socio-economic status families. Extracurricular activities positively relate to students? development in academic and social terms.