Allocating instruction time: How language instruction can affect multiple skills

L. Borghans, R.E.M. Diris

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

There exists substantial variation in how schools allocate instruction time to school subjects. The effectiveness of that allocation depends on the immediate effect of instruction in one subject on achievement in the same subject, on how skills further develop over time, and on possible spillover effects on achievement in other subjects. Exploiting a policy intervention in Dutch primary education, we find that effects of language instruction on language skills fade away quickly, while effects of (early) language instruction on several other skills are long-lasting. The results illustrate that spillover effects can arise in the context of skill acquisition.
Original languageEnglish
Pages (from-to)161-198
Number of pages38
JournalJournal of Human Capital
Volume8
Issue number2
DOIs
Publication statusPublished - 1 Jan 2014

Keywords

  • PERRY PRESCHOOL
  • ACHIEVEMENT
  • TESTS
  • SPECIFICATION
  • PERFORMANCE
  • TECHNOLOGY
  • REGRESSION
  • PROGRAMS
  • SCHOOLS

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