Teachers’ Use of Class Time and Student Achievement
We study teachers’ choices about how to allocate class time across different instructional activities, for example, lecturing, open discussion, or individual practice. Our data come from secondary schools in England, specifically classes preceding GCSE exams. Students score higher in math when their teacher devotes more class time to individual practice and assessment. In contrast, students score higher in English if there is more discussion and work with classmates. Class time allocation predicts test scores separate from the quality of the teacher’s instruction during the activities. These results suggest opportunities to improve student achievement without changes in teachers’ skills.
We thank the Nuffield Foundation for generous financial support of this analysis, the Education Endowment Foundation for support of the original experiment which collected the data, and the Department for Education for access to the National Pupil Database. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.
Simon Burgess & Shenila Rawal & Eric S. Taylor, 2023. "Teachers’ use of class time and student achievement," Economics of Education Review, vol 94.