Lifetime Consequences of Lost Instructional Time in the Classroom: Evidence from Shortened School Years

Cygan-Rehm, Kamila

doi:10.2139/ssrn.4196288

Cited by 3 publications

(1 citation statement)

References 70 publications

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“…Drawing on the work of Niklas Luhmann, a prominent thinker in systems theory, (Bautz, 2018) argues that successful educational communication depends more strongly on when and where it happens than other types of communication (Billmayer, 2019). Increasing instruction time in school is a central element in the attempts of many governments to improve student learning, but prior research-mainly based on observational data-disputes the effect of this approach -the lost time in-school instruction was mainly compensated for by assigning additional homework (Cygan-Rehm, 2022) and points out the potential negative effects on student behavior (Andersen et al, 2016). Hence, there may be complementarities between the quality and quantity of instruction: more instruction time will probably be of even larger benefit if teachers use the additional time efficiently, e.g.…”

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Ways Of Using Time By Primary School Students

Lăcrămioara,

Stan

2023

The European Proceedings of Educational Sciences

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School performance is determined by many factors. The majority of the studies on these factors that can influence its level have mainly focused on the quality of the teaching action or the internal conditions of the learning, As far as we are concerned, we consider that one of the aspects that fundamentally condition the school performance is represented by the time factor, more precisely the manner the primary school student can manage the time at his disposal in the best way possible. Thus, our article aims for capturing and x-raying the manner primary school students choose to make the most of their time. To achieve this goal, we used a questionnaire as our main research method and our cross-section consisted of the students' parents from grades 0 to 4. Therefore, we pursued elements such as the ratio between the time spent on learning activities and the time spent on recreational activities, the amount of time spent on activities such as computer games and watching TV related to the time spent on outdoors socializing activities, the existence of a leisure programme suggested by the parents, the structure of this programme and the extent to which it is followed by the child etc. When we processed and interpreted the results we aimed at the best way the primary school child student can make the most of their time and also at the existence of some correlations between the students' background or their gender and the pattern they spend their time.

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confidence: 99%

Ways Of Using Time By Primary School Students

Lăcrămioara,

Stan

2023

The European Proceedings of Educational Sciences

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United States: The Size and Variation of the Pandemic Learning Losses

Hanushek,

Strauss

2024

Evaluating Education: Normative Systems and Institutional Practices

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Recent international and national assessments point to the substantial learning losses that resulted from school disruptions during the pandemic. The United States, which entered the pandemic with achievement near the OECD average, had rather average pandemic learning losses and came out of the pandemic at roughly the same international ranking as before the pandemic. The learning losses from the pandemic foretell substantial economic costs related to the lower skills of those in the COVID-19 cohort. At the same time, there was substantial heterogeneity in achievement losses across states and across individuals, leading to disproportionate economic impacts on some individuals and states. Unlike the other economic costs of the pandemic, those from learning losses are future costs that are yet to accrue and that can be ameliorated by public action—but the time for feasibly addressing them is quickly running out.

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Does Schooling Affect Socioeconomic Inequalities in Educational Attainment? Evidence from a Natural Experiment in Germany

Grätz

2023

SocScience

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Critical theories of education and the dynamics of skill formation model predict that the education system reproduces socioeconomic inequalities in educational attainment. Previous empirical studies comparing changes in socioeconomic inequalities in academic performance over the summer to changes in these inequalities during the school year have argued, however, that schooling reduces inequalities in educational performance. The present study highlights the question of whether schooling affects socioeconomic inequalities in educational attainment by analyzing a natural experiment that induces exogenous variation in the length of schooling and allowed me to investigate the causal, long-term effects of the length of schooling on inequalities in educational attainment. Some German states moved the school start from spring to summer in 1966/1967 and introduced two short school years, each of which was three months shorter than a regular school year. I use variation in the short school years across cohorts and states to estimate the causal effects of the length of schooling on socioeconomic inequalities in educational attainment based on two German panel surveys. Less schooling due to the short school years did not affect inequalities in educational attainment. This finding runs counter to the results from the summer learning literature and to the predictions of the dynamics of skill formation model and critical theories of education. I conclude by discussing the implications of this finding for our understanding of socioeconomic inequalities in educational attainment.

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Lifetime Consequences of Lost Instructional Time in the Classroom: Evidence from Shortened School Years

Cited by 3 publications

References 70 publications

Ways Of Using Time By Primary School Students

Ways Of Using Time By Primary School Students

United States: The Size and Variation of the Pandemic Learning Losses

Does Schooling Affect Socioeconomic Inequalities in Educational Attainment? Evidence from a Natural Experiment in Germany

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