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Instruction Time and Student Achievement: The Moderating Role of Teacher Qualifications

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  • Katharina Wedel

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.

Suggested Citation

  • Katharina Wedel, 2021. "Instruction Time and Student Achievement: The Moderating Role of Teacher Qualifications," ifo Working Paper Series 344, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    • Handle: RePEc:ces:ifowps:_344
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    References listed on IDEAS

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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).
    2. Kamila Cygan-Rehm, 2022. "Lifetime Consequences of Lost Instructional Time in the Classroom: Evidence from Shortened School Years," CESifo Working Paper Series 9892, CESifo.
    3. Sancassani, Pietro, 2023. "The effect of teacher subject-specific qualifications on student science achievement," Labour Economics, Elsevier, vol. 80(C).

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    More about this item

    Keywords

    Instruction time; TIMSS; education production function; teacher qualifications; student achievement;
    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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