Does increasing hours of schooling lead to improvements in student learning?

Increasing the number of hours students spend in school each year, on the assumption that this will improve student achievement, has become a widespread trend. However, the analysis reported here suggests that this trend can be misguided: the time students spend in the classroom is not always positively related to their academic achievement. Instead, it is effective teaching time that is most likely to have a positive impact on student achievement. As such, policies influencing how time at school is allocated can be a good way to improve educational outcomes. Included in this policy brief are answers to the questions: (1) Is increasing the amount of time children spend in the classroom an effective way of improving their academic achievement? and (2) In regard to other factors that might help improve student achievement, does the amount of effective teaching time (i.e., time devoted to purely teaching-related tasks) have a positive effect on student achievement?

author
Sandoval-Hernández, Andrés
Aghakasiri, Parisa
Wild, Justin
Rutkowski, David
series
IEA Policy Brief
language
ENG
Series volume
1
Institutions
International Association for the Evaluation of Educational Achievement
date
2013
Pages
8 p.
regions
Europe
Americas and the Caribbean
Asia and the Pacific
Arab States
Africa
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themes
School calendars
Pays
Russian Federation
Kuwait
Morocco
Indonesia
Singapore
Hong Kong
Norway
Canada
France
Bulgaria
Trinidad and Tobago
Iran
Austria
Spain
Germany
Georgia
Hungary
UK
Poland
Qatar
South Africa
USA
Italy
Netherlands
Slovakia
New Zealand
Sweden
Denmark
Slovenia
Lithuania
levels
Primary education

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