TY - JOUR
T1 - The effect of instructional quality on student achievement
T2 - Evidence from Japan
AU - Motegi, Hiroyuki
AU - Oikawa, Masato
N1 - Funding Information:
The authors would like to thank the editors and the anonymous referee for the valuable comments. We also would like to thank Taiyo Fukai, Yuji Genda, Hidehiko Ichimura, Akito Kamei, Daiji Kawaguchi, Nobuyoshi Kikuchi, Miki Kohara, Kohei Kubota, Saeko Maeda, Minae Niki, Yoshinori Nishimura, Hideo Owan, Shinpei Sano, Ryuichi Tanaka, Takahiro Toriyabe and seminar participants at Osaka University, Japanese Economic Association Spring Meeting 2016, Research Institute of Economy Trade and Industry (RIETI) and 12th Applied Econometrics Workshop. This research is partially supported by the Grants-in-Aid for Scientific Research [Research project number: 13J09809] for the Japan Society for the Promotion of Science (JSPS) Fellows by the Ministry of Education, Culture, Sports, Science and Technology in Japan. Editorial assistance was provided by Philip C. MacLellan. We use TIMSS 1999 and 2003 data. SOURCE: TIMSS 2003 (1999) Assessment.Copyright c 2005 (2001) International Association for the Evaluation of Educational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College
Funding Information:
The authors would like to thank the editors and the anonymous referee for the valuable comments. We also would like to thank Taiyo Fukai, Yuji Genda, Hidehiko Ichimura, Akito Kamei, Daiji Kawaguchi, Nobuyoshi Kikuchi, Miki Kohara, Kohei Kubota, Saeko Maeda, Minae Niki, Yoshinori Nishimura, Hideo Owan, Shinpei Sano, Ryuichi Tanaka, Takahiro Toriyabe and seminar participants at Osaka University, Japanese Economic Association Spring Meeting 2016, Research Institute of Economy Trade and Industry (RIETI) and 12th Applied Econometrics Workshop. This research is partially supported by the Grants-in-Aid for Scientific Research [Research project number: 13J09809] for the Japan Society for the Promotion of Science (JSPS) Fellows by the Ministry of Education, Culture, Sports, Science and Technology in Japan. Editorial assistance was provided by Philip C. MacLellan. We use TIMSS 1999 and 2003 data. SOURCE: TIMSS 2003 (1999) Assessment.Copyright c 2005 (2001) International Association for the Evaluation of Educational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College
Publisher Copyright:
© 2019 Elsevier B.V.
PY - 2019/12
Y1 - 2019/12
N2 - This paper investigates the heterogeneous effects of changes in instructional time on student achievement due to differences in instructional quality, using student test scores and data on teachers and schools from the Trends in International Mathematics and Science Study (TIMSS), as well as a natural experiment caused by a 2002 Japanese curriculum standards revision that reduced instruction time for math but not for science for second-year junior high school (grade 8) students. The random matching of teachers and students in Japan and our application of the time dimension of panel data to two subjects, mathematics and science, allow us to control for unobserved heterogeneities such as individual fixed effects and school fixed effects. We confirm that instructional time is more effective in combination with higher-quality teachers, as measured by common indicators such as experience, schooling, and academic major. We also find that these effects are larger for students whose socioeconomic status (SES) is lower.
AB - This paper investigates the heterogeneous effects of changes in instructional time on student achievement due to differences in instructional quality, using student test scores and data on teachers and schools from the Trends in International Mathematics and Science Study (TIMSS), as well as a natural experiment caused by a 2002 Japanese curriculum standards revision that reduced instruction time for math but not for science for second-year junior high school (grade 8) students. The random matching of teachers and students in Japan and our application of the time dimension of panel data to two subjects, mathematics and science, allow us to control for unobserved heterogeneities such as individual fixed effects and school fixed effects. We confirm that instructional time is more effective in combination with higher-quality teachers, as measured by common indicators such as experience, schooling, and academic major. We also find that these effects are larger for students whose socioeconomic status (SES) is lower.
KW - Education policy
KW - Fixed effects
KW - Instruction time
KW - Japanese curriculum standards revision
KW - Quality of instruction
KW - TIMSS
KW - Test score
UR - http://www.scopus.com/inward/record.url?scp=85072553184&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85072553184&partnerID=8YFLogxK
U2 - 10.1016/j.japwor.2019.100961
DO - 10.1016/j.japwor.2019.100961
M3 - Article
AN - SCOPUS:85072553184
SN - 0922-1425
VL - 52
JO - Japan and The World Economy
JF - Japan and The World Economy
M1 - 100961
ER -
