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Cumulative instructional time and student achievement

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  • Philipp Mandel
  • Bernd Süssmuth
  • Marco Sunder

Abstract

This study uses a newly compiled data set of instructional time and student performance by subject across German federal states for student cohorts enrolled at the primary level in the 1990s and tested at the secondary level in the 2000s. It finds evidence for the school inputs-student achievement relationship, taking nonlinearity, cross-discipline and cross-academic progress effects into account, on the basis of regression models with state fixed effects. We find that high school ninth graders benefit from lifetime instructional time, in particular at the pre-secondary level. The results accommodate self-productivity, dynamic complementarity, and depreciation.

Suggested Citation

  • Philipp Mandel & Bernd Süssmuth & Marco Sunder, 2019. "Cumulative instructional time and student achievement," Education Economics, Taylor & Francis Journals, vol. 27(1), pages 20-34, January.
    • Handle: RePEc:taf:edecon:v:27:y:2019:i:1:p:20-34
    DOI: 10.1080/09645292.2018.1512559
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    Cited by:

    1. Strazzeri, Maurizio & Oggenfuss, Chantal & Wolter, Stefan C., 2022. "Much Ado about Nothing? School Curriculum Reforms and Students' Educational Trajectories," IZA Discussion Papers 15505, Institute of Labor Economics (IZA).

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