La promesa de equidad desafíos y realidades de la jornada escolar extendida en San Francisco de Macorís en República Dominicana J. Law Epistemic Stud. (2026) 4: e153 https://doi.org/10.5281/zenodo.18306520 ISSN 3091-1575 ORIGINAL ARTICLE The promise of equity challenges and realities of the extended school day in San Francisco de Macorís, Dominican Republic  Nelson R. Rosario- Cordero nelrosario056-gmail.com Universidad Autonómica de Santo Domingo. República Dominicana. Received: 16 October 2025 / Accepted: 11 December 2025 / Published online: 30 January 2026 © The Author(s) 2026 Nelson R. Rosario-Cordero Abstract The implementation of the Extended School Day (ESD) in the Dominican Republic has been conceived as a public policy aimed at reducing educational inequalities and promoting greater equity within the school system. However, its application in spe- cific territorial contexts reveals structural, pedagogical, and or- ganizational challenges that shape its outcomes. This study aims to analyze the challenges and realities of the ESD in Educational Region 07 of San Francisco de Macorís, focusing on its perceived impact on educational equity and teaching and learning conditions. The research adopts a descriptive mixed-methods approach, com- bining empirical analysis of teachers’ and school administrators’ perceptions—expressed through descriptive statistical data—with a systematized review of recent academic and normative literature. The findings indicate progress in terms of student retention and expanded access to instructional time, alongside persistent lim- itations related to infrastructure, teachers’ workload, institutional management, and the functioning of the School Feeding Program. The study concludes that while the ESD constitutes a significant opportunity to advance educational equity, its effectiveness largely depends on contextual conditions, adaptive school management, and complementary policies that ensure quality and sustainability. Keywords extended school day; educational equity; public policy; school management; secondary education. Resumen La implementación de la Jornada Escolar Extendida (JEE) en la República Dominicana ha sido concebida como una política pública orientada a la reducción de brechas educativas y al fortalecimiento de la equidad en el sistema escolar. Sin embargo, su aplicación en contextos territoriales específicos plantea desafíos estructurales, pedagógicos y organizacionales que condicionan sus resultados. El presente estudio tiene como objetivo analizar los desafíos y las realidades de la JEE en la Región Educativa 07 de San Francisco de Macorís, atendiendo a su impacto percibido en la equidad educativa y en las condiciones de enseñanza y aprendizaje. La investigación se desarrolló bajo un enfoque mixto de carácter descriptivo, combinando el análisis empírico de percepciones do- centes y directivas, expresadas mediante datos porcentuales, con una revisión documental sistematizada de literatura académica y normativa reciente. Los resultados evidencian avances asociados a la permanencia estudiantil y al acceso ampliado al tiempo escolar, así como limitaciones persistentes relacionadas con la infraestruc- tura, la sobrecarga laboral docente, la gestión institucional y el fun- cionamiento del Programa de Alimentación Escolar. Se concluye que, si bien la JEE representa una oportunidad para avanzar hacia mayores niveles de equidad educativa, su efectividad depende de condiciones contextuales, de una gestión escolar flexible y de polí- ticas complementarias que garanticen calidad y sostenibilidad. Palabras clave jornada escolar extendida; equidad educativa; po- líticas públicas; gestión escolar; educación secundaria. How to cite Rosario-Cordero, N. R. (2026). The promise of equity challenges and realities of the extended school day in San Francisco de Macorís, Dominican Republic. Journal of Law and Epistemic Studies, 4, e153. https://doi.org/10.5281/zenodo.18306520

J. Law Epistemic Stud. (2026) 4: e153 Introduction In an effort to improve educational quality and promote social equity, the education system of the Dominican Repub- lic has implemented the Extended School Day (ESD). This policy, which expands instructional hours, aims to provide students with additional time for learning, skills develop- ment, and access to complementary services such as school meals and extracurricular support. The underlying premise of this initiative is that increased time spent in school can help level educational opportunities for students from differ- ent socioeconomic backgrounds, thereby contributing to the reduction of persistent educational inequalities. This article focuses on a specific case study: the imple- mentation of the ESD in Educational Region 07, San Fran- cisco de Macorís. Through an in-depth analysis, the study examines the governance of the program, its effects on stu- dent well-being and educational outcomes, and the challeng- es it faces in fulfilling its goal of educational equity. Rather than relying solely on aggregated indicators, this research seeks to capture local dynamics that shape the program’s performance, highlighting the complexities that arise from the interaction between national education policies and the everyday realities of local communities. By exploring the experiences of schools and stakeholders in San Francisco de Macorís, the article offers a critical assessment of wheth- er the ESD is fulfilling its promise of equity or, conversely, generating new challenges for students and families in vul- nerable contexts. The study is structured around three key dimensions: governance, educational outcomes, and challenges to equi- ty. From a governance perspective, the analysis examines program management, resource allocation, and coordination among education authorities, schools, teachers, and families. Recent studies, such as that of Aranque Espinoza (2025), in- dicate that limited school autonomy and bureaucratic rigid- ity in the implementation of extended school day programs often constrain their adaptability to local contexts. Despite institutional efforts, weaknesses persist in administrative ex- ecution and community participation, affecting both the effi- ciency and sustainability of the policy. Regarding educational outcomes, the findings indicate that the ESD has had a positive effect on certain indicators, particularly student attendance and school retention. How- ever, no significant or generalized improvement in academic achievement has been observed, suggesting that the mere extension of instructional time is insufficient to close learn- ing gaps. This conclusion is consistent with national evi- dence reported by the Oficina Nacional de Estadística (ONE, 2022), which emphasizes that the quality of classroom time is more critical than its quantity. In this regard, curriculum relevance and teaching methodologies remain key areas re- quiring improvement. The article also addresses the challenges to educational eq- uity associated with the implementation of the ESD. Despite its stated objective of leveling the playing field for all stu- dents, socioeconomic inequalities persist. The program has proven more effective in schools with better infrastructure and greater resource availability, while institutions located in rural or low-income areas face greater obstacles, includ- ing transportation limitations and inadequate school feed- ing services. As highlighted by López-Motta (2021) in his analysis of inclusive education policies in Latin America, extended school day initiatives may inadvertently reproduce inequalities if structural conditions are not addressed. Thus, although the ESD represents a valuable policy initiative, its effectiveness in promoting equity remains contingent upon overcoming these structural challenges and strengthening participatory and context-sensitive governance mechanisms. The implementation of the ESD in the Dominican Repub- lic has therefore been accompanied by a series of challenges that prevent the program from fully achieving its equity ob- jectives, particularly in contexts such as Educational Region 07 in San Francisco de Macorís. While the policy seeks to expand opportunities for all students, socioeconomic dispar- ities and weaknesses in local management continue to oper- ate as significant barriers. One of the main challenges concerns the quality of teach- ing. The increase in instructional time has not automatically translated into substantial or widespread improvements in academic performance (Maldonado Acosta & Carlson Mo- rales, 2025; Elacqua et al., 2025). This is largely due to the absence of a comprehensive transformation of pedagogical methodologies and curricular content. As emphasized by UNESCO (2021), the number of instructional hours is less important than the quality of teaching and learning process- es. In Region 07, limitations in teacher training and insuffi- cient didactic resources have hindered educators’ ability to fully leverage the additional instructional time. Another critical issue relates to infrastructure and resource availability. Despite public investment efforts, disparities in the quality of school facilities persist. Schools located in ur- ban areas or those with greater institutional visibility tend to benefit from better infrastructure, while educational centers in rural or low-income areas continue to face basic short- ages. This situation has been widely documented in studies addressing inequities in resource allocation across Latin American education systems (Cano Sua & Artunduaga Liz- cano, 2025). The lack of adequate spaces, laboratories, and libraries undermines the implementation of extracurricular activities and workshops, which are central components of the ESD model. Furthermore, governance and coordination among key stakeholders—families, schools, and education authorities—

J. Law Epistemic Stud. (2026) 4: e153 represent a substantial challenge. Parental involvement, widely recognized as a crucial factor in educational success (Andrade-Dávila, 2025), remains limited due to labor con- straints and insufficient communication mechanisms. At the administrative level, bureaucratic rigidity and centralized decision-making often restrict schools’ capacity to respond effectively to students’ specific needs, a challenge highlight- ed by Baque Parrales and Pin Baque (2025). Consequently, the ESD in San Francisco de Macorís re- flects a clear tension between its equity-oriented objectives and the realities of its implementation. Socioeconomic in- equalities are manifested in unequal access to resources, dis- parities in infrastructure quality, and uneven levels of family participation. Addressing these challenges requires not only increased financial investment, but also a more holistic ap- proach that strengthens local governance, promotes contin- uous teacher professional development, and ensures that the program responds flexibly and equitably to the needs of all students, particularly those in vulnerable situations. Finally, the governance of the Extended School Day in San Francisco de Macorís faces significant constraints stemming from a highly centralized structure that limits school-level autonomy. As noted by Torres Hernández (2024), limited decision-making flexibility and bureaucratic rigidity hinder the program’s capacity to adapt effectively to local condi- tions. This results in an implementation process that often overlooks community-specific needs, generating inefficien- cies and misalignment between policy objectives and school realities. Methodology This study was conducted using a mixed-methods approach with a descriptive–interpretive emphasis, integra- ting empirical analysis of teachers’ perceptions with a sys- tematized documentary review of scientific and normative literature related to the Extended School Day (ESD) and educational equity in Latin America. This approach made it possible to articulate descriptive quantitative data with qua- litative analysis (Valle et al., 2022), aimed at understanding the institutional, pedagogical, and socioeconomic dynamics influencing the implementation of the program in Educatio- nal Region 07, San Francisco de Macorís, Dominican Re- public. The research adopted a non-experimental, cross-sectional design, as data were collected at a single point in time and analyzed without manipulation of variables. This design is appropriate for studies on public education policies that seek to describe and analyze phenomena in real-world contexts, taking into account both observable outcomes and the per- ceptions of the actors involved. The scope of the study was descriptive–analytical, focu- sing on identifying advances, limitations, and tensions in the implementation of the ESD, particularly in relation to its promise of educational equity. In addition, the research incorporated a comparative–contextual component, contras- ting local findings with evidence reported in previous studies on extended school day programs in Latin America. Empirical sources consisted of data drawn from percep- tions of teachers, school administrators, and education te- chnicians in Region 07, expressed through percentages and evaluative assessments related to student attendance and retention, infrastructure conditions, teachers’ workload, the functioning of the School Feeding Program (SFP), and ex- pectations and levels of satisfaction with the ESD. These data were processed using descriptive statistics (Pontificia Universidad Católica del Perú [PUCP], 2022), employing frequencies and percentages for interpretive purposes, wi- thout inferential statistical claims. Documentary sources involved a systematized review of peer-reviewed academic articles, institutional reports, regu- latory documents, and previous studies related to extended school day policies, educational equity, school governance, educational infrastructure and resources, and student we- ll-being. The databases consulted included Scopus, SciELO, Dialnet, Redalyc, and institutional repositories of internatio- nal organizations. Publications in Spanish and English were prioritized based on their thematic relevance and methodo- logical rigor. Document selection was guided by clearly defined inclu- sion criteria, prioritizing peer-reviewed scientific articles and relevant institutional documents addressing educational equity, instructional time, and extended school day policies. Non-academic materials, journalistic sources, and studies lacking explicit methodological grounding were excluded. Data analysis was carried out at two complementary le- vels. First, a descriptive analysis (Pontificia Universidad Católica del Perú [PUCP], 2022) was applied to empirical data, aimed at identifying patterns, trends, and recurrent cha- llenges in the implementation of the ESD. Second, an inter- pretive content analysis enabled the comparison of empirical findings with specialized literature and their contextualiza- tion within contemporary education policy debates (Kabir, 2024). This process facilitated the construction of analytical categories related to governance, educational quality, infras- tructure, equity, and inclusion. Both levels of analysis were articulated through a cate- gorization matrix, allowing for the triangulation of empi- rical data and theoretical references. The research adhered to fundamental ethical principles, ensuring the confidentia- lity of participants’ opinions and the responsible use of in- formation. In addition, all sources consulted were properly acknowledged in accordance with current academic citation standards (APA 7).

J. Law Epistemic Stud. (2026) 4: e153 Results and discussion The results of the study allow for an integrated analysis of the effects, scope, and limitations of the Extended School Day (ESD) in Educational Region 07 of San Francisco de Macorís, considering both the perceptions of educational stakeholders and their contrast with specialized literature. The discussion is organized around five central axes that emerge from the empirical and documentary analysis. The findings indicate that the ESD has had a positive im- pact on student retention and the organization of school time. A significant proportion of teachers and school administra- tors perceive that the extension of the school day has contrib- uted to reducing absenteeism and strengthening continuity in the educational process, particularly in contexts of social vulnerability. This result is consistent with regional studies suggesting that increased school time can foster more stable educational trajectories when accompanied by appropriate pedagogical conditions (OECD, 2024; UNESCO, 2024). Nevertheless, the data also reveal that a greater number of instructional hours does not, by itself, guarantee substantial improvements in learning outcomes. This reinforces the idea that extended school time must be articulated with relevant pedagogical strategies and adequate resources in order to generate sustainable impacts. One of the most consistent findings of the study relates to limitations in infrastructure and educational resources. A considerable proportion of teachers identify deficiencies in classrooms, laboratories, libraries, and recreational spaces, which restrict the full use of the extended school day. These shortcomings are more pronounced in schools with high en- rollment and limited equipment, thereby reproducing pre-ex- isting territorial inequalities. From a comparative perspective, the literature warns that expanding school time without parallel investments in infra- structure tends to deepen equity gaps by generating differen- tiated educational experiences depending on the institutional context (OECD, 2024). In this regard, the results confirm that the promise of equity associated with the ESD is con- ditioned by structural factors that go beyond the temporal dimension of the policy. With respect to school governance, the results reveal an ambivalent perception. On the one hand, institutional stabil- ity and administrative continuity are recognized as strengths that have supported the sustained implementation of the ESD. On the other hand, limitations associated with predom- inantly bureaucratic leadership styles and limited flexibility in pedagogical decision-making at the school level are iden- tified. In addition, the extension of the school day has increased teachers’ workload, generating tensions related to planning time, pedagogical support, and professional well-being. These findings are consistent with recent studies warning that the sustainability of extended school day policies largely depends on teacher management and the existence of ade- quate working conditions (Elacqua et al., 2025). The School Feeding Program (SFP) emerges as a key com- ponent in perceptions of the ESD. The results indicate that the provision of meals constitutes a fundamental incentive for student attendance and retention, particularly in socio- economically disadvantaged contexts. However, dissatis- faction is also reported regarding the quality, logistics, and regularity of the service. The coexistence of positive and critical assessments sug- gests that the SFP fulfills an important social function, but requires operational improvements in order to strengthen the legitimacy of the policy. In this sense, the findings are con- sistent with national evidence highlighting the central role of social support programs in reducing educational inequalities, provided they are managed with standards of quality and transparency (Oficina Nacional de Estadística [ONE], 2022). Finally, the analysis of teachers’ perceptions reveals mod- erately positive expectations regarding the ESD, combined with a degree of skepticism about its long-term sustainabil- ity. While advances are acknowledged in terms of school organization and student support, doubts persist regarding the system’s capacity to sustain the policy without structur- al adjustments in infrastructure, management, and working conditions. These perceptions reinforce the notion that the ESD should not be conceived solely as an extension of instructional time, but rather as a comprehensive transformation of the school model. The discussion suggests that the success of the policy depends on its articulation with strategies aimed at institu- tional strengthening, pedagogical leadership, and the active participation of educational stakeholders. Conclusions The Extended School Day (ESD) constitutes a relevant public policy for advancing educational equity in the Do- minican Republic; however, this study shows that its effecti- veness depends on structural, institutional, and pedagogical conditions that go beyond simply increasing instructional time. In Educational Region 07 of San Francisco de Macorís, the ESD has positively influenced student retention and the organization of school time, particularly in socially vulnera- ble contexts, confirming its inclusive potential. Nonetheless, persistent limitations in infrastructure, pedagogical resour- ces, governance, and teacher working conditions restrict its impact on learning quality and the reduction of inequalities, while territorial disparities continue to reproduce asymme-

J. Law Epistemic Stud. (2026) 4: e153 tries among schools. The School Feeding Program enhances the social legitimacy of the ESD by supporting attendance and retention, yet weaknesses in its management and quality call for stronger operational oversight. Overall, the findings indicate that while the ESD offers a meaningful opportunity to promote educational equity, its consolidation requires a systemic, context-sensitive approach that integrates exten- ded time with adequate infrastructure, strengthened pedago- gical leadership, improved teacher conditions, and effecti- ve social support policies, alongside further research on its long-term educational effects. References Andrade, D. A. (2025). La Gestión Educativa y la Participa- ción de los Padres de Familia en la Unidad Educativa Apuela, Periodo Lectivo 2024-2025. Estudios y Pers- pectivas Revista Científica y Académica, 5(1), 1369– 1384. https://doi.org/10.61384/r.c.a..v5i1.919 Araque, M. B. (2025). 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J. Law Epistemic Stud. (2026) 4: e153 Nelson R. Rosario- Cordero: Conceptualization, data cu- ration, formal analysis, investigation, methodology, supervi- sion, validation, visualization, drafting the original manus- cript and writing, review, and editing. Data availability statement The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Statement on the use of AI The author acknowledges the use of generative AI and AI-assisted technologies to improve the readability and cla- rity of the article. Disclaimer/Editor’s note The statements, opinions, and data contained in all publi- cations are solely those of the individual authors and con- tributors and not of Journal of Law and Epistemic Studies. Journal of Law and Epistemic Studies and/or the editors disclaim any responsibility for any injury to people or pro- perty resulting from any ideas, methods, instructions, or pro- ducts mentioned in the content. Author contributions