The Causal Effects of Increased Learning Intensity on Student Achievement: Evidence from a Natural Experiment

Andrietti, Vincenzo

doi:10.2139/ssrn.2632002

Cited by 16 publications

(16 citation statements)

References 45 publications

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“…Dahmann (2015) looks at survey data on fluid and crystallised intelligence and finds no overall reform effect. Andrietti (2015) finds positive average treatment effects on test scores using PISA 2000-2009 data. We go beyond this working paper in several dimensions.…”

Section: Related Literaturementioning

confidence: 94%

Increased Instruction Hours and the Widening Gap in Student Performance

2016

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in March 2016Abstract Do increased instruction hours improve the performance of all students? Using PISA scores of students in ninth grade, we analyse the effect of a German education reform that increased weekly instruction hours by two hours (6.5 percent) over almost five years. In the additional time, students are taught new learning content. On average, the reform improves student performance. However, treatment effects are small and differ across the student performance distribution. While low-performing students do not benefit, highperforming students benefit the most. The findings suggest that increases in instruction hours can widen the gap between low-and high-performing students.

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Section: Related Literaturementioning

confidence: 94%

Increased Instruction Hours and the Widening Gap in Student Performance

2016

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“…12 To date, the existing literature drawing on the difference-in-difference identification strategy tends to report positive performance effects for students while observed in the academic track. Based on 2000-2009 PISA data, Andrietti (2015) finds no significant effects of the reform on grade retention but positive effects on students' test scores. Similarly, Huebener et al 2017demonstrate higher test scores of 15 year old G8 students.…”

Section: Institutional Backgroundmentioning

confidence: 99%

Learning intensity effects in students’ mental and physical health – Evidence from a large scale natural experiment in Germany

Hofmann

Mühlenweg

2018

Economics of Education Review

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In this study, we analyze health effects of a recent education reform in Germany exposing students to increased schooling intensity. The reform shortened the higher secondary education track by one year. As the overall curriculum required for graduation was held constant, this led to an increase in instruction hours in the remaining school years. The reform has been introduced at different points in time across federal states, providing us with a difference-indifference setup for analysis. Based on data from the German SocioEconomic Panel Study (SOEP), our results imply that the reform significantly reduced adolescents' self-rated mental health status. The overall effect on the mental component summary score (MCS) is about a quarter of a standard deviation. Examining MCS sub-dimensions, we find detrimental effects of the reform on vitality and on emotional balance. We also observe significant impacts on self-assessed general physical health.

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“…The reform did not change the curriculum requirements or the minimum required instruction time, so that the weekly instruction time increased in each grade. Pooling the 9th-grade samples of the extended PISA test in Germany from 2000 to 2009, Andrietti (2015) estimates the effects of the reform in a differences-in-differences framework that exploits the differing implementation years across states. Results suggest that an increase in weekly instruction time by one hour in both 8th and 9th grade increases achievement in the different subjects by between 2 and 3 percent of a standard deviation.…”

Section: Instruction Timementioning

confidence: 99%

The Importance of School Systems: Evidence from International Differences in Student Achievement

Woessmann

2016

Journal of Economic Perspectives

187

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Students in some countries do far better on international achievement tests than students in other countries. Is this all due to differences in what students bring with them to school—socioeconomic background, cultural factors, and the like? Or do school systems make a difference? This essay argues that differences in features of countries' school systems, and in particular their institutional structures, account for a substantial part of the cross-country variation in student achievement. It first documents the size and cross-test consistency of international differences in student achievement. Next, it uses the framework of an education production function to provide descriptive analysis of the extent to which different factors of the school system, as well as factors beyond the school system, account for cross-country achievement differences. Finally, it covers research that goes beyond descriptive associations by addressing leading concerns of bias in cross-country analysis. The available evidence suggests that differences in expenditures and class size play a limited role in explaining cross-country achievement differences, but that differences in teacher quality and instruction time do matter. This suggests that what matters is not so much the amount of inputs that school systems are endowed with, but rather how they use them. Correspondingly, international differences in institutional structures of school systems such as external exams, school autonomy, private competition, and tracking have been found to be important sources of international differences in student achievement.

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The Causal Effects of Increased Learning Intensity on Student Achievement: Evidence from a Natural Experiment

Cited by 16 publications

References 45 publications

Increased Instruction Hours and the Widening Gap in Student Performance

Increased Instruction Hours and the Widening Gap in Student Performance

Learning intensity effects in students’ mental and physical health – Evidence from a large scale natural experiment in Germany

The Importance of School Systems: Evidence from International Differences in Student Achievement

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