Allocating Instruction Time: How Language Instruction Can Affect Multiple Skills
利用荷兰小学的政策干预，发现语言教学对语言技能的影响迅速消退，但对其他技能有长期溢出效应，为学校时间分配提供参考。
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.