Cross-National Educational Inequalities and Opportunities to Learn: Conflicting Views of Instructional Time


Cross-National Educational Inequalities and Opportunities to Learn: Conflicting Views of Instructional Time

Issue/Topic: Scheduling/School Calendar--Year
Author(s): Long, Daniel
Organization(s): Wesleyan University
Publication: Educational Policy
Published On: 5/8/2014

Background:
Education reformers use international evidence to argue that increasing the number of days in school and length of the school day will improve academic achievement. However, the international data used to support these claims (1999 Third International Math and Science Survey and 2000 Program for International Student Assessment or PISA) show no correlation between time in school and achievement.

Purpose:
To re-examine the effects of instructional time using improved measures of instructional time, a more extensive data set (2006 PISA), and a more nuanced multilevel model

Findings/Results:

Policy Implications/Recommendations:

Research Design:
Quantitative

Population/Participants/Subjects:
2000: 122,220 students in 6,002 schools in 40 countries 2006: 375,583 students in 13,861 schools in 52 countries

Year data is from:
2000, 2006

Setting:


Data Collection and Analysis:
PISA math and reading data from 2000 and 2006 were compared using a three-level model based on country, school and student traits. Analysis identified conflicting conclusions that appear to be caused by use of better measures of instructional time.

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