| Evaluation | Effect | Average Age | Observations | Experimental Evaluation | Country | Intervention |
|---|---|---|---|---|---|---|
| Hincapie 2016 | 8 | Grade 5 | 54,192 | No | Colombia | Extending the school day from 4 to 7 hours |
| Arzola 2010 | 1 | Grade 6 | 41,668 | No | Chile | Extending the school day from 4 to 7 hours |
| Cerdan-Infantes 2007 | 5 | Grade 4 | 4,313 | No | Uruguay | Extending the school day from 4 to 7 hours |
Graph of Effects
This graph shows the effects of [Number of Evaluations] evaluations of [Program Type] programs. The first evaluation, [Evaluation name 1], estimated an effect of [Estimated effect Eval. 1] points (graphed with the top grey circle). Because this is an estimate, there is uncertainty about what the true effect is. But we know that the true effect will probably lie between a low value of [True effect lie between – Low value, Eval. 1] and a high value of [True effect lie between – High value, Eval. 1] (graphed with the top horizontal line). We can combine the estimates from all the evaluations and compute an average effect of [Estimated effect, Average] (graphed with the black circle). There is also uncertainty about where the true average effect is. But we know that the true average effect probably lies between [True effect lie between – Low value, Average] and [True effect lie between – High value, Average] points (graphed with the bottom horizontal line).
| Evaluation | Effects | Low Value | High Value | Weight in Average Effect (%) |
|---|---|---|---|---|
| Arzola 2010 | 1 | -1 | 2 | 42 |
| Cerdan-Infantes 2007 | 5 | 3 | 8 | 37 |
| Hincapie 2016 | 8 | 2 | 13 | 21 |
| Overall |