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The study employs the Oaxaca Blinder decomposition method to separate the influence of observable factors such as parental education, access to technology, and teacher experience from unobservable components tied to school quality and student motivation. Full-time students consistently outperform peers, with gains in mathematics and Portuguese across both years, underscoring extended instructional time and combined vocational and socioemotional training as policy levers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/policy-implementation-for-full-time-schools-an-analysis-of-the-performance-of-ceara-students-in-the-saeb-in-2013-and-2021-602345/602345/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/policy-implementation-for-full-time-schools-an-analysis-of-the-performance-of-ceara-students-in-the-saeb-in-2013-and-2021-602345/602345.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research question of the article?","Question",{"text":112,"@type":113},"The article examines how students in full-time schools perform compared with those in traditional high schools in Ceará, using Saeb data for 2013 and 2021.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which method does the study use to analyze performance differences?",{"text":117,"@type":113},"It applies the Oaxaca Blinder decomposition method to separate observable factors (e.g., parental education, technology access, teacher experience) from unobservable components related to school quality and student motivation.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about full-time schooling in Ceará?",{"text":121,"@type":113},"Full-time students consistently outperform peers, showing measurable gains in mathematics and Portuguese in both 2013 and 2021.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602345,1792209565,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","education policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 34 Number 38 | April 21, 2026 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nPolicy Implementation for Full-Time Schools: An Analysis of the Performance of Ceará Students in the Saeb in 2013  \nand 2021  \nPatrícia de Monte dos Santos Oliveira  \nFederal University of Ceará  \nBrazil  \n&  \nWellington Ribeiro Justo  \nRegional University of Cariri  \nFederal University of Pernambuco  \nBrazil  \nCitation: Oliveira, P. de M. dos S., & Justo, W. R. (2026). Policy implementation for full‑time schools: An analysis of the performance of Ceará students in the Saeb in 2013 and 2021.  \nEducation Policy Analysis Archives, 34(38). [https://doi.org/10.14507/epaa.34.9444](https://doi.org/10.14507/epaa.34.9444)  \n[Abstract](Abstract: This article analyzes the academic performance differentials between students enrolled)[: This article analyzes the academic performance differentials between students enrolled](Abstract: This article analyzes the academic performance differentials between students enrolled)[ ](Abstract: This article analyzes the academic performance differentials between students enrolled)[in full-time and traditional high schools in Cear](in full-time and traditional high schools in Cear)á, Brazil, using data from the Brazilian Basic Education Assessment System (Saeb) for 2013 and 2021. The study employs the Oaxaca Blinder decomposition method to separate the role of observable factors such as parental education, access to technology, and teacher experience from unobservable components related to school quality and student motivation. Results indicate that full-time students consistently outperform their peers, with gains of 18.31% in mathematics and 16.53% in Portuguese in 2013, and 17.96% and 16.81% in 2021, respectively. These findings highlight the importance of extended instructional time combined with vocational and socioemotional training, suggesting that fulltime schooling can reduce educational inequalities and provide valuable insights for policy design in contexts with limited resources.  \nKeywords: extended school day; academic achievement; educational policy; Brazil; achievement tests  \nPolítica para la implementación de escuelas de tiempo completo: Un análisis del desempeño de los estudiantes de Ceará en el Saeb en 2013 y 2021  \nResumen: Este artículo analiza las diferencias de rendimiento académico entre estudiantes matriculados en escuelas de tiempo completo y tradicionales en Ceará, Brasil, utilizando datos del Sistema de Evaluación de la Educación Básica (Saeb) para los años 2013 y 2021. El estudioemplea el método de descomposición Oaxaca–Blinder para separar el papel de factores observables, como la educación de los padres, el acceso a la tecnología y la experiencia docente, de componentes no observables relacionados con la calidad escolar y la motivación estudiantil. Los resultados indican que los estudiantes de tiempo completo superan de manera consistente asus pares, con ganancias del 18,31% en matemáticas y del 16,53% en lengua portuguesa en 2013, y del 17,96% y 16,81% en 2021, respectivamente. Estos hallazgos destacan la importancia del tiempo de instrucción ampliado combinado con formación vocacional y socioemocional, sugiriendo que la escolarización de tiempo completo puede reducir desigualdades educativas yaportar valiosas orientaciones para el diseño de políticas en contextos con recursos limitados. Palabras clave: jornada escolar extendida; rendimiento académico; política educativa; Brasil; pruebas de logro  \nPolítica para a implementação das escolas de tempo integral: Uma análise do desempenho dos estudantes do Ceará no Saeb em 2013 e 2021  \nResumo: Este artigo analisa os diferenciais de desempenho acadêmico entre estudantesmatriculados em escolas de tempo integral e tradicionais no Ceará, Brasil, utilizando dados do Sistema de Avaliação da Educação Básica (Saeb) referentes","cbCail6vA3DsiM8S","https://ap.wps.com/l/cbCail6vA3DsiM8S","pdf",521936,22,"English","# Abstract\n# Study Methods\n## Data Source (Saeb)\n## Oaxaca-Blinder Decomposition\n# Key Findings\n## Mathematics Gains\n## Portuguese Gains\n# Policy Implications","[{\"question\":\"What is the main research question of the article?\",\"answer\":\"The article examines how students in full-time schools perform compared with those in traditional high schools in Ceará, using Saeb data for 2013 and 2021.\"},{\"question\":\"Which method does the study use to analyze performance differences?\",\"answer\":\"It applies the Oaxaca Blinder decomposition method to separate observable factors (e.g., parental education, technology access, teacher experience) from unobservable components related to school quality and student motivation.\"},{\"question\":\"What do the results indicate about full-time schooling in Ceará?\",\"answer\":\"Full-time students consistently outperform peers, showing measurable gains in mathematics and Portuguese in both 2013 and 2021.\"}]","Policy Implementation for Full-Time Schools - An Analysis of the Performance of Ceará Students in the Saeb in 2013 and 2021 | PDF",1792094507,55]