Do Differences in Schools’ Instruction Time Explain International Achievement Gaps? Evidence from Developed and Developing Countries
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.
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Lavy's results would predict a 0.06 of a standard deviation fall in math scores as a result of a 12-week school closure.
“As noted by Burgess and Sievertsen (2020), Lavy's results would predict a 0.06 of a standard deviation fall in math scores as a result of a 12-week school closure.”
From Educational Inequality* (2022) · cites this paper as Lavy 2015
Lavy (2015) finds that disadvantaged children are more strongly affected by cross-country differences in instruction time.
“Lavy (2015), for instance, finds that disadvantaged children are more strongly affected by cross-country differences in instruction time.”
From Educational Inequality* (2022) · cites this paper as Lavy (2015)
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- Authors
- Lavy, V.
- Affiliations
- National Bureau of Economic Research (US)
- Corresponding author
- Lavy, Victor
- ORCID
- Lavy, Victor
- Venue
- The Economic Journal
- Publisher
- Oxford University Press (OUP)
- Published
- 2015-11-01
- Volume
- 125
- Issue
- 588
- Pages
- F397-F424
- ISSN
- 0013-0133 (ISSN-L)
- 1468-0297
- OpenAlex
- W2117499425
- Cited by
- 369
- References
- 37
- Citations by year
- 2026: 9 · 2025: 20 · 2024: 32 · 2023: 33 · 2022: 47 · 2021: 48 · 2020: 43 · 2019: 32 · 2018: 19 · 2017: 21 · 2016: 52 · 2015: 4 · 2014: 6 · 2013: 1 · 2012: 1
- FWCI
- 159.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Economic Journal (publishedVersion)
- Warwick Research Archive Portal (University of Warwick) (acceptedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Israeli Science Foundation
- Falk Research Institute
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- instructional time, school hours, academic performance, PISA 2006, developing countries, school accountability, school autonomy, school budgeting, test scores
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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