Instruction time and student achievement: The moderating role of teacher qualifications

Katharina Wedel

Economics of Education Review, 2021, vol. 85, issue C

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.

Keywords: Instruction time; Student achievement; Teacher qualifications; Education production function; TIMSS (search for similar items in EconPapers)
JEL-codes: C21 I21 I25 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (9)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0272775721000996
Full text for ScienceDirect subscribers only

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:eee:ecoedu:v:85:y:2021:i:c:s0272775721000996

DOI: 10.1016/j.econedurev.2021.102183

Access Statistics for this article

Economics of Education Review is currently edited by E. Cohn

More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Catherine Liu ().