Instruction Time, Classroom Quality, and Academic Achievement

• 成果类型: Article
• 署名作者: Rivkin, Steven G.; Schiman, Jeffrey C.
• 署名单位: University of Illinois System; University of Illinois Chicago; University of Illinois Chicago Hospital; University of Texas System; University of Texas Dallas; National Bureau of Economic Research
• 刊物名称: ECONOMIC JOURNAL
• ISSN/ISSBN: 0013-0133
• DOI: 10.1111/ecoj.12315
• 发表日期: 2015
• 页码: F425-F448
• 关键词: test-scores

摘要

It seems likely the magnitude of any causal link between achievement and instruction time depends upon the quality of instruction, the classroom environment and the rate that students translate classroom time into added knowledge. In this article, we use panel data methods to investigate instruction time effects in the 2009 Programme for International Student Assessment data. The empirical analysis shows that achievement increases with instruction time and that the increase varies by both the amount of time and the classroom environment. The results indicate that school circumstances are important determinants of the benefits and desirability of increased instruction time.