Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/214645
Authors: 
Huebener, Mathias
Kuger, Susanne
Marcus, Jan
Year of Publication: 
2017
Citation: 
[Journal:] Labour Economics [ISSN:] 0927-5371 [Volume:] 47 [Pages:] 15-34
Abstract: 
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. Low-performing students benefit less than high-performing students. We argue that the content of additional instruction time is an important determinant explaining this pattern. The findings demonstrate that increases in instruction hours can widen the gap between low- and high-performing students.
Subjects: 
Instruction time
Student achievement
PISA
G8-high school reform
Curriculum
Quantile difference-in-differences
Recentered influence function
JEL: 
I24
I28
J24
Published Version’s DOI: 
Creative Commons License: 
https://creativecommons.org/licenses/by-nc-nd/4.0/
Document Type: 
Article
Document Version: 
Accepted Manuscript (Postprint)

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