The present study aims at the economic dimensioning of the extension of the ETC model to all children attending schools in more disadvantaged contexts, according to different thresholds. Regarding the PMC program, it is assumed that it is incorporated into the ETCs through the assignment of the tasks of the community teacher to some of the teachers with full dedication in the school. The initial investment and the operating costs required for the expansion of the ETCs are estimated considering alternative scenarios in terms of the target population, as well as an annual flow of incremental expenditure required, assuming a certain trajectory of execution. In this way, an estimate of the direct fiscal cost of the policy is obtained in terms of GDP and total public expenditure. Likewise, some indirect effects of the simulated policy are quantified, such as: the impact on the fiscal result considering direct and indirect effects of the policy; impact in terms of sector economic activity; or of indicators of the general labor market and of teachers in particular.