Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/263854 
Year of Publication: 
2022
Citation: 
[Journal:] CESifo Forum [ISSN:] 2190-717X [Volume:] 23 [Issue:] 03 [Publisher:] ifo Institut - Leibniz-Institut für Wirtschaftsforschung an der Universität München [Place:] München [Year:] 2022 [Pages:] 33-39
Publisher: 
ifo Institut - Leibniz-Institut für Wirtschaftsforschung an der Universität München, München
Abstract: 
This study focuses on the interaction between the quantity and the quality of instruction at school. On average, across all studied countries, one hour more instruction time leads to 0.03 standard deviations higher test scores. Importantly, the effect varies according to teachers' formal qualifications: It is larger for students with better qualified teachers. The moderating role of teacher quality is particularly important in understanding the effect of instruction time in developing countries: more instruction time alone has no significant effect on average in these countries, but instruction by a highly qualified teacher increases test scores by 0.02 standard deviations.
Document Type: 
Article

Files in This Item:
File
Size





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.