NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1200507
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0964-5292
Cumulative Instructional Time and Student Achievement
Mandel, Philipp; Süssmuth, Bernd; Sunder, Marco
Education Economics, v27 n1 p20-34 2019
This study uses a newly compiled data set of instructional time and student performance by subject across German federal states for student cohorts enrolled at the primary level in the 1990s and tested at the secondary level in the 2000s. It finds evidence for the school inputs-student achievement relationship, taking nonlinearity, cross-discipline and cross-academic progress effects into account, on the basis of regression models with state fixed effects. We find that high school ninth graders benefit from lifetime instructional time, in particular at the pre-secondary level. The results accommodate self-productivity, dynamic complementarity, and depreciation.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Elementary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Identifiers - Assessments and Surveys: Program for International Student Assessment