Can less be more? Instruction time and attainment in English secondary schools: Evidence from panel data
How to best utilize curriculum time has long been a question for England's schools, which are free to vary time between subjects or to extend the school day/week. This question has now risen to national prominence as policymakers consider ways to help support students catch up lost learning aft...
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| Format: | Book |
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UCL Press,
2021-05-01T00:00:00Z.
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| Summary: | How to best utilize curriculum time has long been a question for England's schools, which are free to vary time between subjects or to extend the school day/week. This question has now risen to national prominence as policymakers consider ways to help support students catch up lost learning after the COVID-19 pandemic. This article explores the relationship between instruction time on General Certificate of Secondary Education (GCSE) attainment and value-added scores for 2,815 English secondary schools using panel data from the 2010-14 School Workforce Census. Robust estimates suggest that instruction time has a small effect on attainment in each of English, mathematics, science and humanities. Based on sub-group analysis, effects sizes are also estimated for students with varying prior achievement and for those in receipt of free school meals. These too appear small, suggesting, vis-à-vis instructional time, sometimes less might be more. |
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| Item Description: | 1474-8479 10.14324/LRE.19.1.17 |