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Teachers’ use of class time and student achievement

Simon Burgess,
Shenila Rawal,
Eric S. Taylor

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.

Education level
K-12 Education
Topics
Teacher and Leader Development
Tags
Professional development,
Instructional practices
Download 12/2022
Document Object Identifier (DOI)
10.26300/gjht-cn17
EdWorkingPaper suggested citation:
Burgess, Simon, Shenila Rawal, and Eric S. Taylor. (). Teachers’ use of class time and student achievement. (EdWorkingPaper: -685). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/gjht-cn17

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