Extended school day and academic performance: A systematic review of the literature
DOI:
https://doi.org/10.18222/eae.v37.12809Keywords:
Academic Performance, Extended Education, Basic EducationAbstract
This article aimed to analyze the empirical evidence regarding the effects of interventions that extended classroom instructional time on the academic performance of students in basic education. Searches were conducted in the Scopus, Web of Science, Periódicos da Capes, and Google Scholar databases, resulting in the selection of twenty studies. The main findings indicate mixed effects, predominantly positive or null, with socioeconomically disadvantaged and low-achieving students benefiting the most. In addition, statewide policies featuring activities directly aligned with the content assessed in exams were associated with more positive outcomes. The study concludes that policies targeting the early grades, combined with the monitoring of students’ out-of-school habits, may further enhance the learning process.
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Copyright (c) 2026 Jessica Janaina Santos Marques, Luciano Menezes Bezerra Sampaio, Raquel Menezes Bezerra Sampaio
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