Affiliation:
1. Department of Economics Lund University Lund Sweden
2. CESifo Munich Germany
3. DIW Berlin Berlin Germany
4. IZA Bonn Germany
Abstract
SummaryWe re‐examine the importance of instruction time for student achievement on international assessments. We successfully replicate the positive effect of weekly instruction time in the seminal paper by Lavy (Economic Journal, 125, F397‐F424) in a narrow sense. Extending the analysis to other international assessments, we find effects that are consistently smaller in magnitude. We provide evidence that this discrepancy might be partly due to a different way of measuring instruction time in the data used in the original paper. Our results suggest that differences in instruction time are less important than previously thought for explaining international gaps in student achievement.
Subject
Economics and Econometrics,Social Sciences (miscellaneous)
Cited by
2 articles.
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