Do Differences in Schools’ Instruction Time Explain International Achievement Gaps? Evidence from Developed and Developing Countries
Datos Bibliográficos
| ID | 9710030 |
|---|---|
| Autores | Victor Lavy (0000-0001-8657-9700, University of Warwick, autor de correspondencia) |
| Año | 2015 |
| Volumen | 125 |
| Número | 588 |
| Páginas | F397-F424 |
| Fecha de publicación | 2015-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The Economic Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-0133 • E-ISSN: 1468-0297 |
| Editorial | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/ecoj.12233 |
| OpenAlex | W2117499425 |
| Idioma | EN |
| Citas recibidas | 65 |
| Referencias citadas | 22 |
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
Developing country · Economic growth · Economics · Mathematics education · Political science · Global Educational Reforms and Inequalities · Parental Involvement in Education · Psychology · School Choice and Performance
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| Obras citantes distintas | 65 |
|---|---|
| Citas por año | 6,5 |
| Intervalo de citas | 2016 - 2026 (11) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 65 |