Strong literacy skills are crucial to ensuring an individual's future
educational and economic success. Existing evidence suggests the
transition from elementary to middle school is a decisive period for
literacy development
This paper investigates the impact of extended
learning time in literacy instruction on subsequent cognitive outcomes, capitalizing on the existence of a natural experiment born out of a
district's use of an exogenously- determined cutoff in Iowa Test scores
in fifth grade to assign students to an additional literacy course in
middle school.
The findings suggest that exposure to this intervention
generates strong negative impacts for black students, and noisy positive
impacts for white, Latino, and Asian students.
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