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Summary of Case Studies in Extending the School Day in Latin America

Core Content

This document presents case studies on the extension of the school day in several Latin American countries: Chile, Argentina (Río Negro and Mendoza), Brazil (São Paulo), and Uruguay. Each case highlights the objectives, scope, implementation timeline, and outcomes of the extended school day programs, with a focus on educational improvement, social protection, and infrastructure development.

Chile: Jornada Escolar Completa

Program Overview

• Started in 1997 as part of a comprehensive education reform.
• Aims to provide additional time for teachers, students, and families.
• Includes recess, guided study, homework, and extracurricular activities.

Context

• Most schools are funded through a government voucher system.
• Three types of schools: municipal, subsidized private, and non-voucher private.

Scope

• Mandatory for all publicly funded schools (municipal and private subsidized).
• Grades 3rd to 12th (initially) and later Pre-Kinder to 2nd grades were included.
• Roll-out timeline:
  • 1997: 31% of schools
  • 2004: Initial deadline for all schools
  • Extended to 2007 for municipal schools and 2010 for private subsidized schools

Additional Time

• Instructional time increased:
  • Grades 1–6 and preschool: 22.5 to 28.5 hours/week (+27%)
  • Grades 7–10: 24.75 to 28.5 hours/week (+15%)
  • Grades 11–12: 28.5 to 31.5 hours/week (+10%)
• Total time:
  • Grades 1–10 and preschool: 35 hours and 25 minutes per week
  • Grades 11–12: 38 hours and 45 minutes per week

Governance

• Schools autonomously decided how to allocate the additional time, guided by central guidelines.
• School Councils are involved in decision-making, including teachers, parents, students, and non-teaching staff.

Support Systems

• Infrastructure: Government funded construction, renovation, and equipment.
• School nutrition: Expanded through the JUNAEB program, offering lunch and snacks.
• Educational resources: Schools managed resources independently.

Evaluation

• Academic achievement: Positive and significant impact (0.05–0.07 SD for language, 0.07 for math after 2 years).
• Social outcomes: Reduced adolescent motherhood and crime rates.
• Labor supply: Increased female labor participation and employment likelihood.

Costs

• Kick-off cost: US$1,500 million.
• Recurrent costs: Increased by 40%, with an estimated US$300 million in 1999 and US$430 million for school lunches in 2011.
• Wage reform: Teachers saw a 160% increase in wages between 1990 and 2002.

Argentina, Río Negro: Jornada Escolar Extendida

Program Overview

• Started in 2006, with a goal to reach 30% coverage by 2010.
• Aims to improve primary education equity and reduce grade repetition and over-age rates.

Context

• 146,000 public students in 658 schools (102 preschools, 315 primary schools).
• 29,000 private students in 149 schools.

Scope

• Focus on socially vulnerable populations (rural and suburban schools with high drop-out and repetition rates).
• Voluntary program for schools.

Grades

• Primary education (1st to 7th grades).

Roll-out

• Pilot program in 2006 with 10 schools.
• IDB loan approved in 2007, allowing expansion.
• "Una hora más" added in 2011, extending the day by one more hour.

Additional Time

• 4 additional hours per day (1 hour lunch + 3 hours instruction + 2 hours collaboration).
• Breakfast, lunch, and afternoon snacks provided.

Additional Time Allocation

• Used for English, ICTs, and extracurricular activities.
• Schools designed their own projects to align with core curriculum and practical skills.

Governance

• Guidelines provided, but schools had autonomy in project development.

Costs

• Total cost: US$65 million (IDB: US$53.7 million, Río Negro: US$5.4 million).
• Infrastructure cost per student: US$252.
• Training cost per person: US$415 for 3,300 participants.

Teachers

• Higher salaries due to additional hours.
• Training program for four years, covering management, curricular update, extracurricular activities, and classroom evaluation.

Brazil, São Paulo: Escola de Tempo Integral

Program Overview

• Started in 2006, aiming to provide integral education through extended school days.

Context

• 5,195,428 primary students served by public schools in 2006.
• Private sector served over 818,000 students.

Scope

• State public schools.
• Grades 1st to 8th or 9th.

Roll-out

• Started in 2006 with 514 schools.
• Flexible school day length from 6 to 9 hours since 2009.

Additional Time

• Total time: 9 hours and 10 minutes, including 2 breaks, lunch, and 6 hours 30 minutes of instruction.
• Afternoon workshops for innovative and practical learning.

Additional Time Allocation

• Reading hour, math experiences, foreign languages, educational technology, artistic and sports activities, and social participation.

Teachers

• Work hours consolidated, not necessarily extended.
• Workshops assigned based on teacher qualifications and experience.
• Recruiting improved with work plans and interviews.

Uruguay: Escuelas de Tiempo Completo

Program Overview

• Started in 1996, with a comprehensive program launched in 1998.
• Supported by the World Bank technically and financially.

Context

• Primary education: 1st to 6th grades.
• 311,000 students served through public schools at program start (1998).
• 255,896 students in 2011, with 16,761 in rural schools.

Objectives

• Affirmative action to support socially vulnerable students.
• Improve educational equity.
• Protect children from risk factors and promote socialization.
• Deliver food and health programs.

Scope

• 300 schools built to serve vulnerable students.
• Admission based on geographic location, not social vulnerability.

Grades

• Primary education (1st to 6th grades) and preschool.

Roll-out

• Early 1990s: Some full-day schools were created, but a comprehensive program began in 1998.