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Expanding School Resources and Increasing Time on Task: Effects on Students’ Academic and Noncognitive Outcomes

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  • Victor Lavy

Abstract

This paper uses a natural experiment in Israel to assess the impact of school teaching resources and how it is used, “time-on-task”, on academic achievements and noncognitive outcomes. It exploits variation induced by a change in the funding formula that reduced instructional resources funding for some schools and increased them for others. The results suggest that increased school resources and students’ spending more time at school and on key tasks all lead to increased academic achievements with no behavioral costs. Separate estimations of the effect of increasing subject-specific instructional time per week also show positive and significant effects on math, science, and English test scores and small and nonsignificant effects on Hebrew test scores. However, there are no cross effects of additional instructional time across subjects. This evidence is robust to using different identification strategies. The evidence also shows that a longer school week increases the time that students spend on homework without reducing social and school satisfaction and without increasing school violence.

Suggested Citation

  • Victor Lavy, 2020. "Expanding School Resources and Increasing Time on Task: Effects on Students’ Academic and Noncognitive Outcomes," Journal of the European Economic Association, European Economic Association, vol. 18(1), pages 232-265.
  • Handle: RePEc:oup:jeurec:v:18:y:2020:i:1:p:232-265.
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    File URL: http://hdl.handle.net/10.1093/jeea/jvy054
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    Cited by:

    1. Barrios-Fernández, Andrés & Bovini, Giulia, 2021. "It’s time to learn: School institutions and returns to instruction time," Economics of Education Review, Elsevier, vol. 80(C).
    2. Lavy, Victor & Megalokonomou, Rigissa, 2024. "Alternative Measures of Teachers' Value Added and Impact on Short and Long-Term Outcomes: Evidence from Random Assignment," IZA Discussion Papers 17121, Institute of Labor Economics (IZA).
    3. Andrés Barrios Fernández, 2023. "Instruction time and educational outcomes," IZA World of Labor, Institute of Labor Economics (IZA), pages 509-509, July.
    4. Jan Bietenbeck & Matthew Collins, 2023. "New evidence on the importance of instruction time for student achievement on international assessments," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 38(3), pages 423-431, April.
    5. Huang, Wei & Li, Teng & Pan, Yinghao & Ren, Jinyang, 2023. "Teacher characteristics and student performance: Evidence from random teacher-student assignments in China," Journal of Economic Behavior & Organization, Elsevier, vol. 214(C), pages 747-781.
    6. Victor Lavy & Yoav Goldstein, 2022. "Gifted Children Programs’ Short and Long-Term Impact: Higher Education, Earnings, and the Knowledge Economy," NBER Working Papers 29779, National Bureau of Economic Research, Inc.
    7. Wedel, Katharina, 2021. "Instruction time and student achievement: The moderating role of teacher qualifications," Economics of Education Review, Elsevier, vol. 85(C).
    8. Kamila Cygan-Rehm, 2022. "Lifetime Consequences of Lost Instructional Time in the Classroom: Evidence from Shortened School Years," CESifo Working Paper Series 9892, CESifo.

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