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The more, the better? The impact of instructional time on student performance

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  • Maria A. Cattaneo
  • Chantal Oggenfuss
  • Stefan C. Wolter

Abstract

Building on earlier work that explored within-student variation in hours of instruction across school subjects, we investigate the impact of instruction time on student test scores in Switzerland, as measured by the PISA 2009 test. Our results confirm the results of previous studies of a positive effect of instruction time on student performance. Moreover, we find considerable heterogeneity in the effectiveness of instructional time across ability-related tracks, with the more able students benefitting more. Additional instruction time increases the within-school variance of subject-specific test scores, indicating an increase in educational inequality.

Suggested Citation

  • Maria A. Cattaneo & Chantal Oggenfuss & Stefan C. Wolter, 2017. "The more, the better? The impact of instructional time on student performance," Education Economics, Taylor & Francis Journals, vol. 25(5), pages 433-445, September.
    • Handle: RePEc:taf:edecon:v:25:y:2017:i:5:p:433-445
    DOI: 10.1080/09645292.2017.1315055
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    More about this item

    JEL classification:

    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development

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