From Teacher Quality to Teaching Quality: Instructional Productivity and Teaching Practices

Simon Briole

PSE Working Papers from HAL

Abstract: This paper estimates the causal effects of math instructional time on student achievement using within-student variation across math topics in the TIMSS 2011 data. Based on the assessment's detailed measurement of math skills, it shows that each weekly hour of math instruction increases student test scores by 4.3% of a SD. However, the productivity of instructional time varies significantly based on the implementation of teaching practices that prioritize student active participation: teachers emphasizing these practices are more than twice as productive as other teachers. This result holds true regardless of student gender, social origin, and is observed internationally in 42 countries.

Keywords: Instruction time; Teaching practices; Education; TIMSS; Teacher quality; Test scores; Active learning (search for similar items in EconPapers)
Date: 2025-07
New Economics Papers: this item is included in nep-eff and nep-ure
Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-01993616v2
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Citations: View citations in EconPapers (3)

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Working Paper: From Teacher Quality to Teaching Quality: Instructional Productivity and Teaching Practices (2025)
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