"Academic Performance in Double-Shift Schooling"

Many developing countries with constrained resources have adopted the
double-shift schooling system as a way to serve more students. However,
there is some concern that some students may be hurt by these policies. With
a unique dataset from Mexico’s National Institute for Educational Assessment
and Evaluation (INEE), I apply Heckman0s selection model to measure the effects
of individual, teacher, and school characteristics on student test scores
and estimate the difference in academic performance of students in morning
and afternoon school sessions. While I find a statistically significant effect
of being in the morning shift, the Oaxaca decomposition shows that this effect
can be explained by the observed difference in characteristics of students
from two shifts. The results show that self-selection of students to schooling
sessions explains the apparent academic inequality between students from
different sessions.