The Effect of Weekly Instruction Time on Academic Achievement: The Spanish Case
Luis Alejandro López-Agudo () and
Oscar Marcenaro Gutierrez ()
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Luis Alejandro López-Agudo: Universidad de Málaga
Hacienda Pública Española / Review of Public Economics, 2019, vol. 230, issue 3, 63-93
This research checks if the amount of weekly instruction time received by 15 year-old Spanish students actually affects their academic achievement and if this effect differs by Autonomous Community. The employed student fixed effects between-subjects let us isolate this effect of instruction time from other covariates. Results show that there is not any significant effect of instruction time on academic achieve¬ment, being this conclusion extended to the Autonomous Communities under analysis. This result suggests that a previous evaluation of the weekly instruction time set by the Spanish 2013 education law would have been needed before its implementation.
Keywords: Weekly instruction time; Student fixed effects; Spain; Autonomous Communities; Second¬ary education. (search for similar items in EconPapers)
JEL-codes: I20 I21 I28 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:hpe:journl:y:2019:v:230:i:3:p:63-93
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