More Hours Do Not Necessarily Pay Off. The Effect of Learning Time on Student Performance at Different School Types in Switzerland

Angelone, Domenico; Moser, Urs

doi:10.1007/978-94-007-4458-5_8

Cited by 4 publications

(1 citation statement)

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“…For Switzerland, there is only a study from Angelone and Moser (2009) on instructional time and tracks. The authors estimated the effect of instructional time on performance for Swiss pupils with PISA 2006 data using an OLS regression.…”

Section: Short Literature Reviewmentioning

confidence: 99%

The more, the better? The impact of instructional time on student performance

Cattaneo

Oggenfuss

Wolter

2017

Education Economics

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Although instruction time is an important and costly resource in education production, there is a remarkable scarcity of research examining the effectiveness of its use. We build on the work of Lavy (2015) using the variance of subject-specific instruction time within Switzerland to determine the causal impact of instruction time on student test scores, as measured by the international PISA test (2009). We extend the analyses in two ways and find that students must differ considerably in the time needed to learn. This difference is supported by our findings that the effectiveness of instructional time varies substantially between different school (ability) tracks and that additional instruction time significantly increases the within-school variance of subject-specific test scores.

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Section: Short Literature Reviewmentioning

confidence: 99%