Connolly, V.;
(2021)
Can less be more? Instruction time and
attainment in English secondary schools:
Evidence from panel data.
London Review of Education
, 19
(1)
pp. 1-16.
10.14324/LRE.19.1.17.
Preview |
Text
lre19010017.pdf Download (1MB) | Preview |
Abstract
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.
| Type: | Article |
|---|---|
| Title: | Can less be more? Instruction time and attainment in English secondary schools: Evidence from panel data |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.19.1.17 |
| Publisher version: | https://doi.org/10.14324/LRE.19.1.17 |
| Language: | English |
| Additional information: | © 2021 Connolly. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited. |
| Keywords: | instruction time, time use, workload, secondary schools |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10129035 |
Archive Staff Only
 |
View Item |
