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The return to classroom instruction time in private and public schools

Author

Listed:
  • Jeffrey C. Schiman

    (Georgia Southern University)

  • Rand Ressler

    (Georgia Southern University)

Abstract

Private school students outperform their public school peers on standardized tests. Extensive effort has been devoted to testing whether the private–public gap is attributable to the schools themselves or simply due to peer effects or positive selection into private schools. Receiving far less attention is the extent to which the return to specific schooling inputs differs between private and public schools. We find evidence of an overall positive effect of class time on academic achievement and little evidence of a premium to time in private schools. Indeed, the benefit of added time appears similar in both settings. The lack of a private school premium to class time is consistent with the notion of positive selection into private schools.

Suggested Citation

  • Jeffrey C. Schiman & Rand Ressler, 2024. "The return to classroom instruction time in private and public schools," Empirical Economics, Springer, vol. 67(2), pages 449-464, August.
    • Handle: RePEc:spr:empeco:v:67:y:2024:i:2:d:10.1007_s00181-024-02560-9
    DOI: 10.1007/s00181-024-02560-9
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    References listed on IDEAS

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    More about this item

    Keywords

    Classroom time; Achievement; Private and public schools;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • L33 - Industrial Organization - - Nonprofit Organizations and Public Enterprise - - - Comparison of Public and Private Enterprise and Nonprofit Institutions; Privatization; Contracting Out

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