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The Timing of Instruction Time: Accumulated Hours, Timing and Pupil Achievement

Paul Bingley (), Eskil Heinesen (), Karl Fritjof Krassel () and Nicolai Kristensen ()
Additional contact information
Paul Bingley: VIVE - The Danish Centre for Applied Social Science
Karl Fritjof Krassel: VIVE - The Danish Centre for Applied Social Science
Nicolai Kristensen: VIVE - The Danish Centre for Applied Social Science

No 11807, IZA Discussion Papers from Institute for the Study of Labor (IZA)

Abstract: Instruction time varies among schools, subjects, pupils and grades. This variation is positively associated with test scores and has been used to identify modest positive causal effects for instruction hours in certain grades. We exploit administrative data on delivered and timetabled instruction time in each grade throughout compulsory school for three full cohorts of Danish children, and find positive marginal hours effects on 9th grade test scores using accumulated time which are twice as large as when using 9th grade time only. Effects are largest for low SES households and for boys with non-western immigrant background, especially in the early grades.

Keywords: school resources; test scores; time in education (search for similar items in EconPapers)
JEL-codes: C21 I2 I21 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-ure
Date: 2018-09
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