Teachers’ Use of Class Time and Student Achievement

Simon Burgess (), Shenila Rawal and Eric S. Taylor

No 30686, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We study teachers’ choices about how to allocate class time across different instructional activities, for example, lecturing, open discussion, or individual practice. Our data come from secondary schools in England, specifically classes preceding GCSE exams. Students score higher in math when their teacher devotes more class time to individual practice and assessment. In contrast, students score higher in English if there is more discussion and work with classmates. Class time allocation predicts test scores separate from the quality of the teacher’s instruction during the activities. These results suggest opportunities to improve student achievement without changes in teachers’ skills.

JEL-codes: I21 J24 (search for similar items in EconPapers)
Date: 2022-11
New Economics Papers: this item is included in nep-edu, nep-lma and nep-ure
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Published as Simon Burgess & Shenila Rawal & Eric S. Taylor, 2023. "Teachers’ use of class time and student achievement," Economics of Education Review, vol 94.

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