Teachers’ use of class time and student achievement

Simon Burgess, Shenila Rawal and Eric S. Taylor

Economics of Education Review, 2023, vol. 94, issue C

Abstract: We study teachers’ choices about how to allocate class time across different instructional activities, for example, lecturing, open discussion, or individual practice. Our data come from secondary schools in England, specifically classes preceding GCSE exams. Students score higher in math when their teacher devotes more class time to individual practice and assessment. In contrast, students score higher in English if there is more discussion and work with classmates. Class time allocation predicts test scores separate from the quality of the teacher's instruction during the activities. These results suggest opportunities to improve student achievement without changes in teachers’ skills.

Keywords: Education production; Teacher performance (search for similar items in EconPapers)
JEL-codes: I21 J24 (search for similar items in EconPapers)
Date: 2023
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:94:y:2023:i:c:s0272775723000523

DOI: 10.1016/j.econedurev.2023.102405

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