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

Jan Bietenbeck and Matthew Collins

No 2020:18, Working Papers from Lund University, Department of Economics

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.

Keywords: instruction time; student achievement; PISA; TIMSS (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Pages: 22 pages
Date: 2020-09-03
New Economics Papers: this item is included in nep-ure
References: Add references at CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
https://lucris.lub.lu.se/ws/portalfiles/portal/194592145/WP20_18 Full text (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:hhs:lunewp:2020_018

Access Statistics for this paper

More papers in Working Papers from Lund University, Department of Economics School of Economics and Management, Box 7080, S-22007 Lund, Sweden. Contact information at EDIRC.
Bibliographic data for series maintained by Iker Arregui Alegria ().