Working Paper: NBER ID: w16227
Authors: Victor Lavy
Abstract: The time that children spend in school varies across countries. Do these differences explain international gaps in pupils' academic achievements? In this paper, I estimate the effects of instructional time on students' achievement using PISA 2006 data, which includes data samples from over 50 countries. I find that instructional time has a positive and significant effect on test scores, and that the effect is much lower in developing countries. Evidence also suggests that the productivity of instructional time is higher in countries which implemented school accountability measures or that gave schools autonomy in budgetary decisions and in hiring/firing teachers.
Keywords: instructional time; academic achievement; PISA; international education; school accountability
JEL Codes: I21; I28
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Increased instructional time (A21) | Positive influence on test scores (I24) |
| Increased instructional time (A21) | Larger test score improvement in developed countries (O57) |
| Increased instructional time (A21) | Smaller test score improvement in developing countries (O57) |
| Instructional time (Y20) | Larger benefits for girls, immigrants, and low socioeconomic students (I24) |
| Quality of instructional time (I21) | Enhanced productivity of instructional time (I21) |