Is the class schedule the only difference between morning and afternoon shift schools in Mexico?
By: Sergio Cardenas Denham
Contributors: Harvard University. Graduate School of Education
Published: 2009
Language: eng
Number of pages: 145
Subjects: Double shifts (Public schools); Basic education; Segregation in education; Educational accountability
Description: Double-shift schooling has been implemented in Mexico for several decades as a strategy to achieve universal access to basic education. This study provides evidence on the existence of social inequalities related to the implementation of this schooling model. Using quantitative data from several databases including the National Census, the curriculum-based test ENLACE and the database of the CCT program "Oportunidades", this study shows that, on average, an afternoon shift school has lower quality educational inputs, a higher concentration of poor students, lower academic scores, and higher dropout, over-age, and failure rates than the morning shift school operating in the same building. It also explores how formal and informal institutions may have affected the implementation of the double-shift schooling in Mexico, based on interviews and observations conducted in San Luis Potosí, México.
Notes: Vita.

Thesis (Ed. D.)--Harvard Graduate School of Education, 2009.

Includes bibliographical references (leaves 141-144).