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

Victor Lavy*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

172 Scopus citations

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.

Original languageEnglish
Pages (from-to)F397-F424
JournalEconomic Journal
Volume125
Issue number588
DOIs
StatePublished - Nov 2015

Bibliographical note

Publisher Copyright:
© 2015 Royal Economic Society.

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