Do Differences in Schools' Instruction Time Explain International Achievement Gaps? Evidence from Developed and Developing Countries

335 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

What Happens When Econometrics and Psychometrics Collide? An Example Using the PISA Data (2017, methodology): “One feature of Lavy (2015) is that no weights are applied in any part of the analysis (including the descriptive statistics).”
The Long-Term Distributional and Welfare Effects of Covid-19 School Closures (2020, background): “1 Lee and Seshadri (2019) κ3 CES share parameter of monetary and time inv.”
The more, the better? The impact of instructional time on student performance (2017, positive): “Lavy (2015) presents the estimated effects of hours of instructional time by tracking status, comparing systems that have no tracking at all with systems that track by class or in class.”
Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time (2014, positive): “…the amount of time built into the school schedule, generally finding that such time has a substantial impact on student learning.3 Examples include Lavy (2010) and Rivkin and Schiman (2013), which exploit within-student and withinschool variation in instructional time by subject; Pischke (2007)…”
The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets (2020, methodology): “In order to have an approximate estimate of the impact of this situation on student achievement, one can rely on the findings of the analysis carried out by Lavy (2015).”