„Substituting supervised learning support at school for time spent on homework (where family inputs play a greater role in students’ success) is more likely to reduce inequities than increasing instruction time to cover additional curriculum content.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 245.

„Several studies reported that extended school time appeared to be effective for at-risk students or that more time benefitted minority, lower socio-economic status, or low-achievement students the most. In addition, extending school time may be particularly important for single-parent families and families in which both parents work outside the home.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 245.

„Instruction time alone does not explain differences in low achievement levels across European countries. However, when the pre-existing level of low achievement and the type of learning support students receive are controlled for, more instruction hours are associated with lower rates of 15-year-old students with poor numeracy and scientific literacy.“
EU-Kommission (Hrsg.), Increasing achievement and motivation in mathematics and science learning in schools (2022), S. 13.

„In Österreich verbringen Schüler/innen der Primarstufe jährlich 705 Stunden im Unterricht, was deutlich unter dem OECD-Durchschnitt von 804 Stunden liegt.“
BMBWF (Hrsg.), Nationaler Bildungsbericht Österreich 2021 (2021), S. 233.

„In den OECD-Ländern und subnationalen Einheiten erhalten Schüler im Verlauf des Besuchs des Primar- und Sekundarbereichs I zusammen im Durchschnitt 7.638 Zeitstunden Pflichtunterricht.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 395.
In Österreich sind es nur 6.420 Zeitstunden. (Quelle: ibidem, Abb. D1.1.)

„The data show no relationship between the time students spend studying, whether in or outside of school, and their satisfaction with life. And while educators often argue that anxiety is the natural consequence of testing overload, the frequency of tests is also unrelated to students’ level of school-related anxiety.“
OECD (Hrsg.), Learning from the Past, Looking for the Future (2021), S. 36.

„As the existing research literature suggests, adding time at school (especially instruction time) has different effects for different students. Providing a rich array of activities geared to the specific needs of different students, including those at risk of low performance, seems an approach worth exploring (e.g. remedial lessons, enrichment programmes, outdoor and real world experiences).“
Thomas Radinger u. a., More time at school (2021), S. 130.

„A higher annual instruction time and more years of schooling contribute to improving student performance and narrowing the achievement gap between different socio-economic groups. More instruction time has a particularly positive effect on the best students in disadvantaged schools.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 199.

„To allow more time for students to repeat lessons, conduct observations and experiments and write reports, Japan’s 2008 curriculum reform increased both content related to knowledge and skills and instruction time. The 2017 reform, to be implemented in elementary schools starting in 2020, will further expand the curriculum to cover content related to foreign languages and computer programming and will further increase instruction time.“
OECD (Hrsg.), Curriculum Overload: A Way Forward (2020), S. 81.

„On average across OECD countries, performance in reading was positively associated with each additional hour of language-of-instruction lessons per week, up to 3 hours.“
OECD (Hrsg.), PISA 2018 Results. Effective Policies, Successful Schools (2020), S. 16.

„In 2018, across OECD countries, the average compulsory instruction time per pupil in lower secondary school ranged from 766 hours per year in Slovenia and Sweden to 1,200 hours per year in Denmark.“
UNICEF (Hrsg.), Worlds of Influence. Understanding What Shapes Child Well-being in Rich Countries (2020), S. 20.

„73 Prozent der Singapurer Kinder verbringen über 40 Stunden die Woche in einem Klassenzimmer, 25 Prozent sogar über 60 Stunden.“

Luzerner Zeitung online am 26. August 2017

„Untersuchungen zeigen eine hochsignifikant positive Abhängigkeit der Schülerleistungen von der kumulierten Anzahl von Unterrichtsstunden, die die Schüler im Verlauf ihrer Schullaufbahn besucht haben.“

Institut der deutschen Wirtschaft Köln (Hrsg.), „Bildungsmonitor 2017“ (2017), S. 29

„Although many other factors have an impact on student learning, the significance of instruction time cannot be underestimated since it can help students compensate for other weaknesses.“

EU-Kommission (Hrsg.), „Recommended Annual Instruction Time in Full-time Compulsory Education in Europe 2016/17” (2017), S. 13

„The amount of time that students spend learning is a basic component of their opportunity to learn. […] An increase in class time of up to four hours per week is associated with a large improvement in performance in the three PISA subjects.“

OECD (Hrsg.), „Equations and Inequalities“ (2016), S. 133

„15-year-old pupils in Denmark receive four hours of instruction per week in mathematics and 4.7 hours in language, while pupils of the same age in Austria receive only 2.7 hours of weekly classroom lessons in mathematics and 2.4 hours in language.“

Univ.-Prof. Dr. Victor Lavy, „Do Differences in Schools' Instruction Time Explain International Achievement Gaps?“ in „The Economic Journal“ 125 (November 2015), S. 397

„Overall, total weekly hours of instruction in mathematics, language and science is 55 % higher in Denmark (11.5 hours) than in Austria (7.4 hours).“

Univ.-Prof. Dr. Victor Lavy, „Do Differences in Schools' Instruction Time Explain International Achievement Gaps?“ in „The Economic Journal“ 125 (November 2015), S. 397

„In 2011, Japan increased the total number of study hours in primary and lower secondary education, in order to reduce dependence on private education resources.“

OECD (Hrsg.), „Education Policy Outlook. Japan“ (2015), S. 4

„In 2011, Japan increased the total number of study hours per year in order to decrease dependence on juku schools. This increase was by about 300 hours in primary education and, starting in 2012/13, by about 100 hours in lower secondary education.“

OECD (Hrsg.), „Education Policy Outlook. Japan“ (2015), S. 10

„The effectiveness of education depends on the amount of time that is available for both teaching and learning. Learning and teaching time can be greatly diminished in schools where children have problems inside or outside the home that interrupt the teaching and learning process.“

Univ.-Prof. Dr. Jaap Dronkers, „Features of Educational Systems as Factors in the Creation of Unequal Educational Outcomes“. In: Dronkers (Hrsg.), „Quality and Inequality of Education“ (2010), S. 307