From Teacher Quality to Teaching Quality: Instructional Productivity and Teaching Practices

Simon Briole ()
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Simon Briole: CEE-M - Centre d'Economie de l'Environnement - Montpellier - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement - Institut Agro Montpellier - Institut Agro - Institut national d'enseignement supérieur pour l'agriculture, l'alimentation et l'environnement - UM - Université de Montpellier

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Abstract: This paper estimates the causal effects of math instructional time on student achievement using within-student variation across math topics in the TIMSS 2011 data. Based on the assessment's detailed measurement of math skills, it shows that each weekly hour of math instruction in a given topic increases student test scores in that topic by 4.3% of a SD. However, the productivity of instructional time varies significantly based on the implementation of teaching practices that prioritize student active participation: teachers emphasizing these practices are more than twice as productive as other teachers. This result holds true regardless of student gender, social origin, and is observed internationally in 42 countries.

Date: 2026
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Published in Economics of Education Review, inPress

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05460688

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