Do Differences in Schools’ Instruction Time Explain International Achievement Gaps? Evidence from Developed and Developing Countries

Victor Lavy

369 citations0/0 files storedThe Economic Journal

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School Choice and Performance Global Educational Policies and Reforms Educational Assessment and Improvement

Abstract

The time that children spend in school varies across countries. Do these differences explain international gaps in pupils’ academic achievements? In this article I estimate the effects of instructional time on students’ achievement using PISA 2006 data, which include 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.

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2005Teachers, Schools, and Academic Achievement 2004The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data 1999Using Maimonides' Rule to Estimate the Effect of Class Size on Scholastic Achievement 2003The Failure of Input‐based Schooling Policies 1990Does School Quality Matter? Returns to Education and the Characteristics of Public Schools in the United States 1997Using Maimonides' Rule to Estimate the Effect of Class Size on Student Achievement 1992Does School Quality Matter? Returns to Education and the Characteristics of Public Schools in the United States 1999Experimental Estimates of Education Production Functions

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