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Articles

Cumulative instructional time and student achievement

, &
Pages 20-34
Received 01 Mar 2016
Accepted 10 Aug 2018
Published online: 18 Sep 2018
 

ABSTRACT

This study uses a newly compiled data set of instructional time and student performance by subject across German federal states for student cohorts enrolled at the primary level in the 1990s and tested at the secondary level in the 2000s. It finds evidence for the school inputs-student achievement relationship, taking nonlinearity, cross-discipline and cross-academic progress effects into account, on the basis of regression models with state fixed effects. We find that high school ninth graders benefit from lifetime instructional time, in particular at the pre-secondary level. The results accommodate self-productivity, dynamic complementarity, and depreciation.

Acknowledgments

We would like to thank the editor, Colin Green, and two anonymous referees for many helpful comments and suggestions that markedly improved our paper. We also thank Stefano DellaVigna, Guido Heineck, Hans Fricke, Andreas Hauffler, Ludger Wössmann, and participants of seminars and conferences at the University of Göttingen, the University of Munich, and the RWI Leibniz Institute Berlin for many remarks and fruitful discussions. Carolin Amann, Fabian Feierabend, Constantin Tabor, Stepahnie Najort, Marcus Strobel, and Annika Backes greatly assisted us in assembling the data.

Disclosure statement

No potential conflict of interest was reported by the authors.

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