Evaluation of full-time schools: A study on public service satisfaction

Abstract

Extending school hours has been a strategy employed by education policy to enhance quality. In Mexico, following the discontinuation of the federal Escuelas de Tiempo Completo program, several states implemented analogous initiatives; in the northwestern region, the state of Baja California continued this model through its own program. In this context, satisfaction studies allow the incorporation of public opinion, foster civic engagement, and support evidence-based decision-making. This study analyzed the satisfaction of the educational community regarding the service provided in extended-day basic education schools in Baja California. A state-level survey was administered to 6,463 participants, including school leaders, teachers, family members, and students. The study assessed five key dimensions: operation and management, communication channels, infrastructure, support materials, and funding. Findings revealed a predominantly positive evaluation of the service, particularly in terms of its impact on learning and socioemotional skills. However, areas for improvement were identified, such as teacher compensation and access to educational resources. The vulnerability of the current extended-day policy is discussed, given its implementation as an annually budgeted program.