This paper investigates whether the effects of a reform that substantially increased daily instruction time in Chilean primary schools vary depending on school institutions. Focusing on incumbent students and exploiting an IV strategy, we find that longer daily schedules increase reading scores at the end of fourth grade and that the benefits are greater for pupils who began primary education in no-fee charter schools rather than in public schools. We provide evidence that these two types of publicly subsidized establishments, which cater to similar students but differ in their degree of autonomy, expand the teaching input in different ways: in order to provide the additional instruction time, no-fee charter schools rely more on hiring new teachers and less on increasing teachers’ working hours than public schools do.

本文研究了智利小学每天大量增加教学时间的改革效果是否因学校机构而异。专注于现有通过采用静脉注射策略的学生，我们发现更长的日程安排会在四年级结束时提高阅读成绩，对于在免费的特许学校而不是在公立学校就读初等教育的学生，其收益更大。我们提供的证据表明，这两种类型的公共资助机构可以满足相似的学生需求，但自治程度不同，它们以不同的方式扩展了教学投入：为了提供额外的授课时间，免费的特许学校更加依赖雇用新老师，与公立学校相比，增加老师的工作时间要少得多。