Education Development Index (IDEB). IDEB was created in 2007 by INEP and compiles in a single index the average scores obtained by students on standardized evaluations and the school flow.<sup>41</sup> The index is calculated using data from the school census and _Prova Brasil,_<sup>42</sup> and it is available at the school, municipal, and state level. This variable is used at the school level, for the years 2005, 2007, 2009, and 2011. Finally, we look at dropout rates at school level, provided by INEP; these data are available from 2007 to 2011. In our analysis, we focus on dropout rates in the first and second cycles of primary schools (first to fifth grade and sixth to ninth grades, respectively).

Our empirical analysis also looks at the heterogeneity of impacts across a number of program characteristics, such as _Mais Educação_ coverage at the school level (percentage of students benefiting from the extended day), spending per student, and main thematic areas of activities available in the program. We compute spending per student using administrative data from MEC on the total financial transfer to the school divided by the number of students in the school participating in the program. Schools’ thematic areas are also provided by MEC/FNDE. The program’s coverage is calculated by dividing the total number of students enrolled in _Mais Educação_ in a given year, gathered from MEC, by the total number of enrollments in school census in the previous year.<sup>43</sup> We also assess whether the impacts of the program differ substantially depending on where the school is located, analyzing characteristics such as city population (IBGE), city GDP per capita ( _Instituto de Pesquisa Econômica Aplicada_ [IPEA]), and city spending on education and culture (National Treasury Secretariat). All these variables are available at the city level in IPEADATA. All nominal monetary variables are deflated by the IPCA<sup>44</sup> consumer price index.

Our final sample includes only schools that have information for the main variables of interest, listed in table A1 over the period 2007–11. Thus, our study uses a subsample of the schools that are actually participating.<sup>45</sup> Table A3 summarizes the characteristics of schools that joined _Mais Educação_ in 2008 and remained until 2011 but have missing information for selected variables and were thus removed from the analysis. The table compares them to treated schools used in our analysis. In general, excluded schools had similar school infrastructure (library, basic sanitation, sports court, etc.) but presented worse educational outcomes, that is, lower test scores and higher dropout rates. If schools with initially higher performance students benefit more from the extension of include the ninth grade of rural public schools. Hence, in our sample we exclude rural schools because it is not possible to follow the evolution of their student test scores between 2005 and 2011.

> 41 School flow is the progression of students in school grades at any given level of education. In IDEB it is measured by pass rates.

> 42 For schools and municipalities, IDEB uses _Prova Brasil_ , but at the state level and nationwide SAEB is used instead.

> 43 Reported number of enrollments in schools that joined _Mais Educação_ considers the school census of the previous year.

> 44 _Índice Nacional de Preços ao Consumidor Amplo_ (IPCA).

> 45 For the sample schools that joined the program in 2010 and remained until 2011, we exploit the sample of participating schools that have information for all variables of interest in the period 2009–11.

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