ERIC Number: EJ1219100
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1911
EISSN: N/A
Effect of Increased Instructional Time on Student Achievement
Yesil Dagli, Ümmühan
Educational Review, v71 n4 p501-517 2019
Determining the number of hours and days students should spend in school per year to improve student achievement has been a central policy issue, influencing, for example, authorities' attitudes toward disciplining pupil non-attendance and fining parents for the withdrawal of students for vacations. This paper is a review of research studies on the effect of amount of instructional time. It focuses on how the amount of time spent on core subjects (mathematics, science and reading/language arts) and number of instructional days in a school year relate to students' academic achievement. Reviewed studies give difficult-to-interpret findings. While there is a broad association between allocated instructional time and achievement, as would be expected, there is evidence that there may be a ceiling effect of instructional time and that peer composition of classrooms may mediate the effect of additional instructional time.
Descriptors: School Schedules, Time Factors (Learning), Academic Achievement, Extended School Day, Extended School Year, Reading Achievement, Mathematics Achievement, Science Achievement, Outcomes of Education, Educational Research
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Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A