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 specific territorial contexts reveals structural, pedagogical, and organizational 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, combining 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 limitations 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.
Nelson. R Rosario-Cordero (Fri,) studied this question.