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Instruction time and student achievement: The moderating role of teacher qualifications

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  • Wedel, Katharina

Abstract

Recent evidence suggests a positive effect of the quantity of instruction on student achievement. In this paper, I focus on the interaction between the quantity and the quality of instruction. Using international TIMSS data, I exploit within-student between-subject variation. I find that on average, an additional hour of instruction time leads to an increase of 0.03 standard deviations in students’ test scores across all countries. Importantly, these effects of instruction time are significantly larger for students with better qualified teachers, resulting in an increase in test scores of 0.04 to 0.05 standard deviations. While on average, instruction time has no significant effect in developing countries, it increases test scores by 0.02 standard deviations when taught by a high-qualified teacher also in developing countries.

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  • Wedel, Katharina, 2021. "Instruction time and student achievement: The moderating role of teacher qualifications," Economics of Education Review, Elsevier, vol. 85(C).
  • Handle: RePEc:eee:ecoedu:v:85:y:2021:i:c:s0272775721000996
    DOI: 10.1016/j.econedurev.2021.102183
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    More about this item

    Keywords

    Instruction time; Student achievement; Teacher qualifications; Education production function; TIMSS;
    All these keywords.

    JEL classification:

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

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