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Homework assignment and student achievement in OECD countries

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Abstract

This paper analyzes the effect of assigning homework on student achievement using data from 16 OECD countries that participated in TIMSS 2007. The model exploits withinstudent variation in homework across subjects in a sample of primary school students who have the same teacher in two related subjects; mathematics and science. Unobserved teacher and student characteristics are thus conditioned out of the model and the identification rests on random relative homework assignment across the subjects at the teacher and classroom level. We find a modest, but statistically significant effect of homework. The effect varies across countries, and it is positively correlated with the amount of time students and teachers spend in the classroom.

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  • Torberg Falch & Marte Rønning, 2012. "Homework assignment and student achievement in OECD countries," Discussion Papers 711, Statistics Norway, Research Department.
  • Handle: RePEc:ssb:dispap:711
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    Cited by:

    1. Tatiana Khavenson & Yulia Tyumeneva, 2012. "Teacher Characteristics and Student Achievements in TIMSS. Findings Gained from Applying the "First-Difference" Method to TIMSS-2007 Data," HSE Working papers WP BRP 06/EDU/2012, National Research University Higher School of Economics.
    2. Carlos Cortinhas, 2017. "Does formative feedback help or hinder students? An empirical investigation," Discussion Papers 1701, Exeter University, Department of Economics.

    More about this item

    Keywords

    Homework assignment; student achievement;

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I - Health, Education, and Welfare

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