Do Differences in Schools’ Instruction Time Explain International Achievement Gaps? Evidence from Developed and Developing Countries
AbstractThe time that children spend in school varies across countries. Do these differences explain international gaps in pupils’ academic achievements? In this paper, I estimate the effects of instructional time on students’ achievement using PISA 2006 data, which includes data samples from over 50 countries. I find that instructional time has a positive and significant effect on test scores, and that the effect is much lower in developing countries. Evidence also suggests that the productivity of instructional time is higher in countries which implemented school accountability measures or that gave schools autonomy in budgetary decisions and in hiring/firing teachers.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 16227.
Date of creation: Jul 2010
Date of revision:
Note: CH ED LS
Contact details of provider:
Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
Web page: http://www.nber.org
More information through EDIRC
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008.
"What does certification tell us about teacher effectiveness? Evidence from New York City,"
Economics of Education Review,
Elsevier, vol. 27(6), pages 615-631, December.
- Thomas J. Kane & Jonah E. Rockoff & Douglas O. Staiger, 2006. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," NBER Working Papers 12155, National Bureau of Economic Research, Inc.
- Eric A. Hanushek, 2002.
"The Failure of Input-based Schooling Policies,"
NBER Working Papers
9040, National Bureau of Economic Research, Inc.
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 1998.
"Teachers, Schools, and Academic Achievement,"
NBER Working Papers
6691, National Bureau of Economic Research, Inc.
- Philipp Mandel & Bernd Süssmuth, 2011. "Total Instructional Time Exposure and Student Achievement: An Extreme Bounds Analysis Based on German State-Level Variation," CESifo Working Paper Series 3580, CESifo Group Munich.
- Joshua Goodman, 2014.
"Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time,"
NBER Working Papers
20221, National Bureau of Economic Research, Inc.
- Joshua Goodman, 1969. "Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time," Working Paper 141961, Harvard University OpenScholar.
- Juan Manuel Guío & Álvaro Choi, 2013. "Evolution of the school failure risk during the 2000 decade in Spain: analysis of Pisa results with a two-level logistic model," Working Papers 2013/17, Institut d'Economia de Barcelona (IEB).
- Meyer, Erik & Van Klaveren, Chris, 2013. "The effectiveness of extended day programs: Evidence from a randomized field experiment in the Netherlands," Economics of Education Review, Elsevier, vol. 36(C), pages 1-11.
- Torberg Falch & Marte Rønning, 2012.
"Homework assignment and student achievement in OECD countries,"
711, Research Department of Statistics Norway.
- Torberg Falch & Marte Rønning, 2011. "Homework assignment and student achievement in OECD countries," Working Paper Series 11411, Department of Economics, Norwegian University of Science and Technology.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ().
If references are entirely missing, you can add them using this form.