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Total Instructional Time Exposure and Student Achievement: An Extreme Bounds Analysis Based on German State-Level Variation

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  • Philipp Mandel
  • Bernd Süssmuth

Abstract

Using pooled data on instructional time and student performance by subject, our study finds evidence for the school inputs-student achievement relationship for German states. This finding is robust both to the inclusion of state fixed effects and in an extensive extreme bounds analysis. It stands in contrast to the majority of related studies. We argue that this is due to an error-in-variables problem and implied misinterpretation of existing studies that disregard the fact of learning being a cumulative process by relying on rather poor proxies for instructional time. Highschool ninth graders from the OECD Programme of International Student Assessment (PISA-E) tests’ bottom percentiles bene.t most from extra-instructional time measured in cumulated form from first up to ninth grade. Besides total instructional time exposure, we identify eight further social environment and institutional variables with robust impact on student performance. In contrast to instructional time hardly any of these factors can be affected by policy in the short run.

Suggested Citation

  • 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.
  • Handle: RePEc:ces:ceswps:_3580
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    1. repec:taf:edecon:v:25:y:2017:i:5:p:433-445 is not listed on IDEAS
    2. Steven G. Rivkin & Jeffrey C. Schiman, 2015. "Instruction Time, Classroom Quality, and Academic Achievement," Economic Journal, Royal Economic Society, vol. 0(588), pages 425-448, November.
    3. 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.
    4. Dörsam, Michael & Lauber, Verena, 2015. "The Effect of a Compressed High School Curriculum on University Grades: DiD-Evidence From a German Policy Shift," Annual Conference 2015 (Muenster): Economic Development - Theory and Policy 112876, Verein für Socialpolitik / German Economic Association.
    5. Battistin, Erich & Meroni, Elena Claudia, 2016. "Should we increase instruction time in low achieving schools? Evidence from Southern Italy," Economics of Education Review, Elsevier, vol. 55(C), pages 39-56.
    6. Dörsam, Michael & Lauber, Verena, 2015. "The Effect of a Compressed High School Curriculum on University Performance," Annual Conference 2015 (Muenster): Economic Development - Theory and Policy 140876, Verein für Socialpolitik / German Economic Association.
    7. Elena Claudia Meroni & Giovanni Abbiati, 2014. "Gender differences in exposure to more instruction time. Evidence from Italy," Working Papers 064, "Carlo F. Dondena" Centre for Research on Social Dynamics (DONDENA), Università Commerciale Luigi Bocconi.

    More about this item

    Keywords

    education production function; student performance; school resources;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • L38 - Industrial Organization - - Nonprofit Organizations and Public Enterprise - - - Public Policy

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