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New Evidence on the Importance of Instruction Time for Student Achievement on International Assessments

Author

Listed:
  • Bietenbeck, Jan

    (Department of Economics, Lund University)

  • Collins, Matthew

    (Department of Economics, Lund University)

Abstract

We revisit and substantially extend the evidence on the importance of instruction time for student achievement on international assessments. We first successfully replicate the estimate of a positive effect of weekly instruction time in the seminal paper by Lavy (Economic Journal, 125, F397-F424) in a narrow sense. We then extend the analysis to data from other international student assessments and find effects that are consistently smaller in magnitude. We provide suggestive evidence that this divergence is partly due to different measurement of instruction time in the data used in the original paper. Our results suggest that differences in instruction time play a less important role than previously thought for explaining international gaps in student achievement.

Suggested Citation

  • Bietenbeck, Jan & Collins, Matthew, 2020. "New Evidence on the Importance of Instruction Time for Student Achievement on International Assessments," Working Papers 2020:18, Lund University, Department of Economics.
    • Handle: RePEc:hhs:lunewp:2020_018
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    Cited by:

    1. Bagues, Manuel & Villa, Carmen, 2024. "Minimum Legal Drinking Age and Educational Outcomes," IZA Discussion Papers 17507, Institute of Labor Economics (IZA).
    2. Alexandra de Gendre & Jan Feld & Nicolás Salamanca & Ulf Zölitz, 2023. "Same-sex teacher effects," ECON - Working Papers 438, Department of Economics - University of Zurich, revised May 2024.
    3. Jan Bietenbeck & Natalie Irmert & Mohammad Sepahvand, 2022. "Teacher Subject Knowledge, Didactic Skills, and Student Learning in Francophone Sub-Saharan Africa," Working Papers ECARES 2022-15, ULB -- Universite Libre de Bruxelles.
    4. Jeffrey C. Schiman & Rand Ressler, 2024. "The return to classroom instruction time in private and public schools," Empirical Economics, Springer, vol. 67(2), pages 449-464, August.

    More about this item

    Keywords

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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