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The effect of instructional quality on student achievement: Evidence from Japan

机译：教学质量对学生成果的影响：来自日本的证据

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摘要

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.
机译：本文通过教学质量差异，研究了学生测试分数和教师和学校的数据，从国际数学和科学研究（TIMSS）以及自然实验，以及自然实验由2002年日本课程标准修订造成的，减少了数学指令时间，而不是用于第二年初中（8年级）学生的学生。日本的教师和学生随机匹配以及我们将面板数据的时间维度应用于两个主题，数学和科学，让我们控制不观察到的异质性，如个人固定效果和学校的固定效果。我们确认教学时间与高质量教师的组合更有效，通过经验，学校教育和学术专业等共同指标来衡量。我们还发现，对于社会经济地位（SES）较低的学生，这些效果更大。

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