This thesis aims to contribute to the literature on the economics of education and labor by analyzing the impact of school time distribution on students’ human capital formation, parental work-life balance, and the implications of same-sex schooling on long-term outcomes.

School time distribution is a pivotal factor that aligns educational practices with children’s natural learning rhythms, significantly influencing their academic performance and productivity. A well-structured school schedule can promote better focus, retention, and engagement among students, fostering an environment that enhances their learning experience. Moreover, the management of the school day directly impacts childcare responsibilities for parents, influencing their labor market participation.

The first chapter aims to analyze how the transition from a split school schedule to a continuous model affects students’ academic performance. This analysis aims to contribute and inform the ongoing public debate in Spain while contributing to the economic literature on school time management. Additionally, leveraging a unique dataset with detailed information on school schedules from a subset of schools in Madrid, the chapter explores whether scheduling specific subjects (e.g., Language and Mathematics) at different times of the day can improve academic achievement resulting in learning gains. 

The second chapter examines the implications of school schedules for parents’ time management and labor market opportunities. It investigates the mechanisms through which changes in school schedules influence labor participation and work-family balance, accounting for regional and contextual differences.

The third chapter focuses on the long-term effects of gender-differentiated education. This analysis explores its impact on academic performance, social integration, and economic mobility, offering a detailed perspective on how specific educational environments shape individual long-term trajectories.

Overall, this thesis seeks to provide key evidence to enrich public debate and guide the design of educational policies by exploring how school time management and educational environments influence both learning and socioeconomic well-being.