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      Can less be more? Instruction time and attainment in English secondary schools: Evidence from panel data

      London Review of Education

      UCL Press

      instruction time, time use, workload, secondary schools

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          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.

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          Most cited references 21

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          Getting Beneath the Veil of Effective Schools: Evidence From New York City

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            Visible Learning. A Synthesis of Over 800 Meta-Analyses Relating to Achievement

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              Comparability of GCSE examinations in different subjects: an application of the Rasch model

               Robert Coe (2008)
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                Author and article information

                Journal
                lre
                London Review of Education
                UCL Press (UK )
                1474-8479
                26 May 2021
                : 19
                : 1
                Affiliations
                University of Cambridge, UK
                Author notes
                Corresponding author: Email: vnc20@ 123456cam.ac.uk00
                Article
                10.14324/LRE.19.1.17
                Copyright © 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 author and source are credited.

                Page count
                Figures: 2, Tables: 4, References: 32, Pages: 17
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                London Review of Education
                Volume 19, Issue 1

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