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Teachers’ use of class time and student achievement

Author

Listed:
  • Burgess, Simon
  • Rawal, Shenila
  • Taylor, Eric S.

Abstract

We study teachers’ choices about how to allocate class time across different instructional activities, for example, lecturing, open discussion, or individual practice. Our data come from secondary schools in England, specifically classes preceding GCSE exams. Students score higher in math when their teacher devotes more class time to individual practice and assessment. In contrast, students score higher in English if there is more discussion and work with classmates. Class time allocation predicts test scores separate from the quality of the teacher's instruction during the activities. These results suggest opportunities to improve student achievement without changes in teachers’ skills.

Suggested Citation

  • Burgess, Simon & Rawal, Shenila & Taylor, Eric S., 2023. "Teachers’ use of class time and student achievement," Economics of Education Review, Elsevier, vol. 94(C).
    • Handle: RePEc:eee:ecoedu:v:94:y:2023:i:c:s0272775723000523
    DOI: 10.1016/j.econedurev.2023.102405
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    Cited by:

    1. Bottan, Nicholas & Bernhardt, Dan, 2024. "Small Fish in a Big Pool : The Discouraging Effects of Relative Assessment," The Warwick Economics Research Paper Series (TWERPS) 1511, University of Warwick, Department of Economics.

    More about this item

    Keywords

    Education production; Teacher performance;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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