 Time to learn? The organizational structure of schools and student achievementOzkan Eren and Daniel Millimet A chapter in The Economics of Education and Training, 2008, pp 47-78 from Springer Abstract: Abstract Utilizing parametric and nonparametric techniques, we asses the impact of a heretofore relatively unexplored ‘input’ in the educational process, time allocation, on the distribution of academic achievement. Our results indicate that school year length and the number and average duration of classes affect student achievement. However, the effects are not homogeneous — in terms of both direction and magnitude — across the distribution. We find that test scores in the upper tail of the distribution benefit from a shorter school year, while a longer school year increases test scores in the lower tail. Furthermore, test scores in the lower quantiles increase when students have at least eight classes lasting 46–50 min on average, while test scores in the upper quantiles increase when students have seven classes lasting 45 min or less or 51 min or more. Keywords: Student achievement; School quality; Stochastic dominance; Quantile treatment effects; Inverse propensity score weighting (search for similar items in EconPapers) There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it. Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:spr:stecpp:978-3-7908-2022-5_4 Ordering information: This item can be ordered from DOI: 10.1007/978-3-7908-2022-5_4 Access Statistics for this chapter More chapters in Studies in Empirical Economics from Springer |
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