<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dominguez, Patricio</style></author><author><style face="normal" font="default" size="100%">Ruffini, Krista</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Long-Term Gains from Longer School Days</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2023-07-01 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">1385-1427</style></pages><doi><style  face="normal" font="default" size="100%">10.3368/jhr.59.2.0419-10160R2</style></doi><volume><style face="normal" font="default" size="100%">58</style></volume><issue><style face="normal" font="default" size="100%">4</style></issue><abstract><style  face="normal" font="default" size="100%">This work examines whether additional time in elementary and secondary school affects economic well-being in adulthood. We leverage cross-municipality and cross-cohort variation in a reform that increased the Chilean school day by 30 percent between 1997 and 2010 and find that full-day schooling increased educational attainment, delayed childbearing, and increased earnings when students reached young adulthood. These findings are consistent with a human capital channel and demonstrate that large-scale investments in public education can yield long-term economic benefits.</style></abstract></record></records></xml>