The More, the Better? The Impact of Instructional Time on Student Performance

Alejandra Cattaneo, Chantal Oggenfuss and Stefan Wolter

No 5813, CESifo Working Paper Series from CESifo

Abstract: Although instruction time is an important and costly resource in education production, there is a remarkable scarcity of research examining the effectiveness of its use. We build on the work of Lavy (2015) using the variance of subject-specific instruction time within Switzerland to determine the causal impact of instruction time on student test scores, as measured by the international PISA test (2009). We extend the analyses in two ways and find that students must differ considerably in the time needed to learn. This difference is supported by our findings that the effectiveness of instructional time varies substantially between different school (ability) tracks and that additional instruction time significantly increases the within-school variance of subject-specific test scores.

Keywords: instruction time; PISA; fixed-effect models; tracking (search for similar items in EconPapers)
JEL-codes: C21 I21 I25 (search for similar items in EconPapers)
Date: 2016
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (10)

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Related works:
Journal Article: The more, the better? The impact of instructional time on student performance (2017)
Working Paper: The more, the better? The impact of instructional time on student performance (2016)
Working Paper: The More, the Better? The Impact of Instructional Time on Student Performance (2016)
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